Bu kaydın yasal hükümlere uygun olmadığını düşünüyorsanız lütfen sayfa sonundaki Hata Bildir bağlantısını takip ederek bildirimde bulununuz. Kayıtlar ilgili üniversite yöneticileri tarafından eklenmektedir. Nadiren de olsa kayıtlarla ilgili hatalar oluşabilmektedir. MİTOS internet üzerindeki herhangi bir ödev sitesi değildir!

An Adaptive Educatıonal Model for Flipped classroom

Oluşturulma Tarihi: 05-04-2017

Niteleme Bilgileri

Tür: Tez

Alt Tür: Yüksek Lisans Tezi

Yayınlanma Durumu: Yayınlanmamış

Dosya Biçimi: PDF

Dil: İngilizce

Konu(lar): TEKNOLOJİ, Teknik bilgiler iletişimi,

Yazar(lar): Ahmed, Aisha Abdulaali Abdulla (Yazar),

Emeği Geçen(ler): ERYILMAZ, Meltem (Danışman),

Anahtar Kelimeler

adaptive technique, flipped learning, bloom's taxonomy, adaptive technique in flipped learning


Özet

This study aimed to develop a flipped classroom demonstrate utilizing versatile innovations for primary school understudies and identify the individual contrasts among the third-grade basic understudies in the English Language in Libya by a versatile method in flipped learning, and customary training at three levels recalling, comprehension and applying of Bloom's Taxonomy independently.This study attempted to answer the following question:Are there any differences between traditional style of education, flipped learning , and adaptive technique in flipped learning in achievement tests according to Bloom's Taxonomy ( Remembering, Understanding, and Applying) for understudies in the third grade of essential in English ?To accomplish the targets of the review and answer its question, three tests were constructed and afterward ensure its earnestness and steadiness in proper ways, and selected the study sample and divided it randomly into three gatherings:-1. The experimental group (1) educated by adaptive technique in flipped learning.2. The control group (1) instructed through customary training.3. The control group (2) (The trial bunch (2)) instructed by flipped learning.viThe review presumed that in the pre-test the gatherings were homogeneous; however, in midterm test and post- test, there were contrasts measurably huge for the experimental assembly (1).


İçindekiler



Açıklamalar



Haklar



Notlar



Kaynakça


Atıf Yapanlar

Gözat Sayfasına Dön

 

Sosyal Medya ve Araçlar

İstatistikler

  • Kayıt
    • Bu ay: 3
    • Toplam: 2417
  • Online
    • Ziyaretçi: 30
    • Üye: 0
    • Toplam: 30

Detaylı İstatistikler