Self-assessment and learning outcome evaluation of interior architecture students using Flipped Versus traditional classroom education models

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dc.authorid0000-0001-7996-8097en_US
dc.authorscopusid55875704300en_US
dc.authorwosidAAX-7337-2020en_US
dc.contributor.authorÖzenen, Gürkan
dc.date.accessioned2023-11-24T08:12:09Z
dc.date.available2023-11-24T08:12:09Z
dc.date.issued2023en_US
dc.departmentFakülteler, Mühendislik ve Doğa Bilimleri Fakültesi, Mimarlık Bölümüen_US
dc.description.abstractThe aim of this present study is to determine the self-evaluation of learning outcomes of students using flipped classroom versus traditional learning education models in the senior year (fourth year) interior architecture students. This research was conducted for one full semester of senior year interior architecture graduate students, which takes 14-weeks of a time period each lasted 6 hr of a week which makes a total of 84 hr for a semester. Two different education models were used for a one-semester course for a total number of 112 students. The students were all informed about flipped and traditional edu cational models prior to the class selection. The groups were designated by the students’ education model choice. Class A was 57 students who attended to the flipped classroom model and Class B were 55 students who attended to the traditional lecture-based education Both courses have the same credit. The GPA scores of flipped classroom attendees were found to be higher than the traditional class GPA score rates. The student evaluation forms were determined to be better in the flipped classroom. The change of students to using flipped classroom from the traditional method leads to a student-centered education instead of teacher-centered education.en_US
dc.identifier.citationÖzenen, G. (2023). Self-assessment and learning outcome evaluation of interior architecture students using Flipped Versus traditional classroom education models. SAGE Open, 13(4), pp. 1-11. https://doi.org/10.1177/21582440231209891en_US
dc.identifier.doi10.1177/21582440231209891en_US
dc.identifier.endpage11en_US
dc.identifier.issn2158-2440
dc.identifier.issue4en_US
dc.identifier.scopus2-s2.0-85177045509en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage1en_US
dc.identifier.urihttps://doi.org/10.1177/21582440231209891
dc.identifier.urihttps://hdl.handle.net/20.500.13055/584
dc.identifier.volume13en_US
dc.identifier.wosWOS:001105201800001en_US
dc.identifier.wosqualityQ2en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.indekslendigikaynak.otherSSCI - Social Science Citation Indexen_US
dc.institutionauthorÖzenen, Gürkan
dc.language.isoenen_US
dc.publisherSAGE Journalsen_US
dc.relation.ispartofSAGE Openen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectEducational Measurement & Assessmenten_US
dc.subjectEducationen_US
dc.subjectSocial Sciencesen_US
dc.subjectArts & Humanitiesen_US
dc.subjectCurriculumen_US
dc.subjectEducation Theory and Practiceen_US
dc.subjectEducational Researchen_US
dc.titleSelf-assessment and learning outcome evaluation of interior architecture students using Flipped Versus traditional classroom education modelsen_US
dc.typeArticleen_US
dspace.entity.typePublication

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