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An Adaptive Educatıonal Model for Flipped classroom

BROWSE_DETAIL_CREATION_DATE: 05-04-2017

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BROWSE_DETAIL_TYPE: Thesis

BROWSE_DETAIL_SUB_TYPE: Masters

BROWSE_DETAIL_PUBLISH_STATE: Unpublished

BROWSE_DETAIL_FORMAT: PDF Document

BROWSE_DETAIL_LANG: English

BROWSE_DETAIL_SUBJECTS: TECHNOLOGY, Communication of technical information,

BROWSE_DETAIL_CREATORS: Ahmed, Aisha Abdulaali Abdulla (Author),

BROWSE_DETAIL_CONTRIBUTERS: ERYILMAZ, Meltem (Advisor),

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


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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).


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