Journal of Further and Higher Education

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Flipped learning in information technology

courses: benefits and challenges

Zeynep Yurtseven Avci, Funda Ergulec, Ozge Misirli & Irfan Sural

To cite this article: Zeynep Yurtseven Avci, Funda Ergulec, Ozge Misirli & Irfan Sural (2021):
Flipped learning in information technology courses: benefits and challenges, Journal of Further and
Higher Education, DOI: 10.1080/0309877X.2021.1986623

To link to this article: https://doi.org/10.1080/0309877X.2021.1986623

Published online: 02 Nov 2021.

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JOURNAL OF FURTHER AND HIGHER EDUCATION
https://doi.org/10.1080/0309877X.2021.1986623

ARTICLE

Flipped learning in information technology courses: benefits and

challenges
Zeynep Yurtseven Avci , Funda Ergulec , Ozge Misirli and Irfan Sural
Computer Education and Instructional Technologies, Eskisehir Osmangazi University, Eskisehir, Turkey

ABSTRACT ARTICLE HISTORY

Considering the technological developments and the changes that these Received 18 April 2021
developments have brought in individuals’ lives, it has become important Accepted 23 September 2021
to make some arrangements in all areas of life. It’s also important to make KEYWORDS
changes in classes for 21st century learners. For students to have 21st Flipped learning; information
century learning characteristics, they need to be actively involved in the technology courses; pre-
class, unlike traditionally practiced classrooms where the teacher narrates service teachers; online
the lesson and the students take notes and listen. This study was applied interview; learning
in eight Information Technology courses with 454 pre-service teachers. An experience; benefits and
online interview was created to investigate pre-service teachers’ experi­ challenges
ences with flipped learning, the factors that lead to their learning within
the flipped experience, and the factors that trigger frustration with flipped
learning. After 14 weeks of flipped learning experience, 371 of the stu­
dents completed the interview. Instructor observations were used to
validate the data gathered from the interview. The study’s findings were
organised into three major categories: pre-service teachers’ views on
flipped learning, factors contributing to their learning, and factors con­
tributing to their dissatisfaction.

Introduction
Convenient access to the Internet and the ease of owning mobile devices has brought many
innovations to individual lives. It is possible to say that information access has become non-spatial
and some habits have changed in accessing information. These changes also led to the development
of a new terminology. Terms such as ‘digital natives’ have emerged. Digital natives have been
defined as people who were born into the digital age and grew up with technology (Oblinger and
Oblinger 2005).
Described as digital natives by Prensky (2001), the needs of today’s students are different from the
generations before them, in terms of both daily life and education. They naturally immerse them­
selves in digital technologies as they are surrounded by technology (Prensky 2010). They are the first
generation who is ‘using the new technology is as natural as breathing’ (Tapscott 2009, 18). Tapscott
(2009) defines the norms of this generation as freedom, customisation, integrity, scrutiny, collabora­
tion, entertainment, innovation, and speed. Closely related to education, Oblinger and Oblinger
(2005) defines this generation as digitally literate, social, connected, and they prefer for experiential
learning and immediate feedback. As they argue that collaborative, team-based, and socially mean­
ingful structured learning experiences that use visual and kinaesthetic learning are more appropriate
for these types of learners.

CONTACT Zeynep Yurtseven Avci zyurtse@gmail.com Meşelik Kampüsü Büyükdere Mah. Prof. Dr. Nabi AVCI Bulvar No:4
26040 Odunpazar, Eskisehir, Turkey
© 2021 UCU
2 Z. YURTSEVEN AVCI ET AL.

Considering the different needs of these digital natives, it is possible to say that this development
and change has brought diverse opportunities for education (Sohrabi and Iraj 2016). On the other
hand, since today’s students are digital citizens, appropriate improvements should be considered in
order to adapt to the educational needs of the new generation. When 21st century learner char­
acteristics are examined in terms of education, especially knowledge management, effective use of
technology, research skills, inquiry and communication skills become prominent (Göksün and Kurt
2017). However, it is incorrect to assume these abilities to be exclusive to students. These abilities
should be assessed and encouraged by taking into account all stakeholders of education, such as the
teacher, student, and learning environment. (Ah-Nam and Osman 2017; Nissim et al. 2016; Tican and
Deniz 2019). Therefore, methods of education should be reviewed and revised according to the
knowledge and behaviours that students are expected to acquire. For students to have 21st century
learner characteristics, they need to be actively involved in the learning process, unlike traditional
classrooms where the teacher narrates the lesson and the students take notes and listen. From this
point of view, it is possible to say that the flipped learning approach would support 21st century
learner characteristics. In flipped classes, the theoretical portion of the lesson is completed outside of
class, while the practice portion is completed in class. Riddle (2019) classified the types of flipped
classrooms as standard flipped classrooms, discussion-oriented flipped classrooms, demonstration-
oriented flipped classes, fake flipped classrooms, group-based flipped classrooms, virtual flipped
classrooms, and flipping the teacher. Table 1 summarised the types of flipped learning. Thus, flipped
classes do not have to be constructed in a single way, in these classes’ teachers can employ different
strategies in line with their goals. Considering the whole, although the logic of the flipped class­
rooms is the same, they can be planned in different ways, taking into account the needs of the
students and the suitability to the class.
Flipped classes support students in various ways, regardless of the way they are set up. Giving the
responsibility to the learner for interaction, collaboration, and learning is the key to support learners
to acquire 21st century skills. In the definition of ‘Flipped learning’ made by the Flipped Learning
Network [FLN] (2014), the role of the teacher is emphasised as a guide, and the content is something
that the student can discover. Thus, the flipped model builds up a student-centred and flexible
classroom environment. The model provides opportunities for more practice, guidance, collabora­
tion, and interdisciplinary study in the classroom (Roehl, Reddy, and Shannon 2013; Strayer 2012). In
the model, the main role of the teacher becomes facilitation, in which the student learns the
theoretical part of the lesson from various sources on his own and practices in-class. The teacher
needs to make proper guidance because the teacher’s guidance increases the learning capacity of
the learners and prompts them to solve problems (Hwang, Lai, and Wang 2015). Both the teacher
being a guide and the opportunity for more practice in flipped classes would have a positive
influence on the student. Classes conducted in this way would let the students have responsibility
for their learning (Fulton 2012), even though the practice takes part in the classroom.
Taken into account the way of accessing the course material for the theoretical part of the course,
the flipped classes allow students to progress at their own pace, while at the same time facilitating
their learning and increasing permanence (Turan and Göktaş 2015; Zappe et al. 2009). Flipped model
offers learners the chance to learn at their own pace, as well as re-access the content. In the studies,
students rated this element of flipped learning favourably (Awidi and Paynter 2019; Muir and Chick
2014). Flipped learning has a positive effect in terms of communication (both student-student and
student-teacher) and interaction between individuals (Bishop and Verleger 2013; Kim et al. 2014).
Although the positive aspects of the flipped learning model are emphasised, different results are also
mentioned, especially in terms of motivation. While some studies mentioned that the model
increases motivation for students (Abeysekera and Dawson 2015; Bergnam and Sams 2012), some
of the studies stated that it is difficult to motivate students with this method (Awidi and Paynter
2019).
Table 1. Types of flipped learning.
Type of flipped learning Specially for At home In class
The standard inverted – Watching lecture videos and reading any materials Practice
classroom
The discussion-oriented – Watching lecture videos as well as any other video or Discussion and exploration of the subject
flipped classroom reading related to the day’s subject
The demonstration-focused For remember and repeat activities exactly – Watching lecture videos Video demonstration
flipped classroom chemistry, physics or maths
The faux-flipped classroom For younger students that homework is not – Watching videos and problem solving
appropriate for
The group-based flipped – Watching lecture videos and other resources Working together on that day’s assignment with
classroom team.
The virtual flipped classroom For older students and in some courses Watching lecture videos -(no class time) (assign and collect work via online
learning management systems
Flipping the teacher – Assigning students to their record practice role-play Teaching to teacher
activities
Adapted from ‘7 Unique Flipped Classroom Models Which is Best for you?’ by Riddle (2019). https://www.panopto.com/blog/7-unique-flipped-classroom-models-right
JOURNAL OF FURTHER AND HIGHER EDUCATION
3
4 Z. YURTSEVEN AVCI ET AL.

The purpose of the study

Considering the classes related to the computer, the flipped learning approach creates a suitable
learning environment where the application is at the forefront. Reorganising the class as flipped for
the relevant course, provides students with the opportunity to do pre-work on their personal
computers and also gives students the chance to evaluate and correct misunderstandings face to
face. Considering these factors, it is important to emphasise that flipped classrooms can be a good
option for courses that require practice. In this respect, the aim of this study was to reveal the
evaluations and opinions of the students participating in the flipped classes. The following research
questions have been explored:

(1) What are the students’ experiences with flipped learning?

(2) What are the factors that contribute to learning in the flipped classrooms?
(3) What kind of problems did pre-service teachers encounter during the implementation of
flipped learning?

Method
This study employs a qualitative case study method. Yin (1981) posits that researchers need to apply
case studies when ‘an empirical inquiry must examine a contemporary phenomenon in its real-life
context’ (2). Merriam (1985) suggests that ‘case’ in a case study might be individual, programme,
community, or process. In this study, we aim to examine opinions of pre-service teachers from
different departments on flipped learning (FL) experience. Thus, the focus (case) in this study is the
FL process that was applied to the Information Technology courses for one semester. At the same
time, we aim to investigate the underlying reasons of pre-service teachers’ opinions with the support
of instructors’ observations.

Study participants
This study was conducted in introductory computer courses (Information Technologies) with 454
first year pre-service teachers at a public university in Turkey. The participants were pre-service
teachers who were majoring in six different departments. The courses were taught by four different
faculty members from the department of Computer Education and Instructional Technologies. Out
of 454 students taking the courses, 371 of them took part in the study.

Application process
The study was carried out within the scope of the Information Technologies course aiming to provide
pre-service teachers with basic computer skills. The application lasted 14 weeks. The course syllabus
was prepared by determining the requirements of this course before the implementation process.
The materials to be used in the course were prepared in accordance with this syllabus. During the
first couple of weeks, the FL approach was not used. The FL approach was theoretically introduced to
the pre-service teachers during these first weeks. Then the actual FL experience started with the
topic of Word Processing Software (Microsoft Office Word).
The weekly videos were found on the social networking site ‘YouTube’. The links to the videos
were shared weekly through the Learning Management System (LMS). Videos were provided to
students before face-to-face classes and weekly assignments were done during the class. Weekly
assignments included activities that reinforce the important points in the videos. Participants
completed those assignments during class time and uploaded them to the LMS. The students who
missed the class or could not complete the assignment during the class time had a one-week
 JOURNAL OF FURTHER AND HIGHER EDUCATION 5

deadline to complete the assignment. During the face-to-face sessions, the course instructor facili­
tated the class, observed pre-service teachers and answered their questions while they worked on
their assignments.

Data collection
Merriam (1985) presents three major data collection strategies for a case study as observation,
interviewing, and document analysis. In the present study, the data was collected through online
interviews. This data collection method had been preferred, since the number of participants was too
high to conduct face-to-face interviews. Salmons (2015) reports that any interview conducted using
computer-mediated communication for data collection for research purposes can be named as an
online interview. Online interviews would be in verbal or written form and it is critical that
participants provide informed consent. Participation in this study was voluntary. The participants
were informed about the research and that their contributions would be used for only research
purposes.
Interview questions were prepared by the researchers. In order to ensure the validity and
reliability of the questions, opinions of five experts were received and the questions were finalised
as a result of the evaluations. The interview consists of four questions about participants’ opinions on
FL, their opinions on FL in the particular class, factors contributing to participants’ opinions on FL and
suggestions for improvement. The interviews were conducted with 371 pre-service teachers.
Throughout the application process, instructors verbally shared their interactions and insights with
one another, and often changes were made in classroom instruction. At the end of the study each
instructor wrote down their observations and those notes were used as the second data source in
addition to the student interviews.

Data analysis
Data analysis started with reading all the answers to obtain a sense of the whole of the data set and
an overall feeling of the pre-service teachers’ experience. Then, the answers were re-read by two
different researchers who are experienced in qualitative research to extract significant statements.
During this stage, the data was analysed by coding topical themes that emerged from the answers.
The themes’ credibility was assessed by looking for both disconfirming and supporting evidence in
the results. The significant statements were explored in an effort to formulate meanings from the
data. Huberman and Miles (1983) determine data reduction as an important stage in qualitative data
analysis. Answers to the questions about how the data come together and how they address the
research questions are critical while analysing the data. Researchers conducted the data reduction
stage through on-going discussions.

Validity and reliability

Merriam (1985) suggests that multiple data sources can support the validity of a case study which is
referred to as triangulation in qualitative research (Carter et al. 2014). In this study, instructors’
observations were used to validate the interview data. So, both method and data source triangula­
tion were applied using two types of data sets (interviews and observations) from two types of
groups (students and instructors). Simultaneously, investigator triangulation was used during data
analysis by discussing themes from the data, codes under the themes, and their deeper significance
with the study’s research community. (Carter et al. 2014).
6 Z. YURTSEVEN AVCI ET AL.

Findings
Findings of the study from the student interviews and instructor observations were presented under
three main headings in this section: pre-service teachers` opinions on flipped learning (FL), factors
contributing to learning, and factors contributing to dissatisfaction.

Pre-service teachers’ opinions on FL

Pre-service teachers were asked their opinions about flipped learning. Based on direct quotations
from the participants, three main themes were determined as: positive, negative, and other. The codes
under these categories are given in Table 2. Positive comments were reported by approximately 75%
of participants, while negative comments were reported by approximately 12%. Other views are
expressed by approximately 13% of the participants. Furthermore, eleven (out of 371) of them
mentioned that FL should be included in other classes as well.

Positive views
As seen in Table 2, around 74–75% of the participants had positive perceptions of flipped learning, both
in general and particular to the course they had. While some of the participants had general comments
such as the flipped model is efficient and effective (e.g. 13, 20, 26), a number of participants talked about
some features specific to flipped learning. P50 said: ‘It helped me to improve myself because it was practice-
based not based on memorization’. Similarly, P91 said that ‘It (flipped learning) allowed me to improve, as it
was student-centered. Sometimes it was difficult, but it made me learn. It made me happy to learn and
achieve something by myself’. P111 and P280 have similar comments about how basic features of flipped
learning helped them learn easier, faster and permanently. They both talked about the flipped learning
application in their class as well as flipped learning in general:
It worked really well, because I was prepared for the class and knew what questions I had to ask . . . learning by
practicing supports permanent learning, and it was much more effective to put it into practice (what you learned)
than a lecture. (P111)

When I watched the videos before the class, I made the assignments easier and faster in class . . . I think it is a very
efficient training model. It should definitely be used especially in technology-based courses. (P280)

Two other most reported positive aspects of flipped learning are saving in-class time and being prepared
for class. For instance, P89 said that ‘Watching the videos before the class and doing my homework in
accordance with the instructions both made my work easier and made me learn’. P60 said: ‘The shorter time
allocated for lecturing in the classroom is much better in terms of allowing practice and the teacher being able
to answer my questions without time limitation’. Another advantage of flipped learning is that students can
learn independently by accessing learning materials at any time, even if they missed class. (e.g. P58, P174,

Table 2. Participants’ views of flipped learning model (N = 371; 253 Female, 120 Male).
Positive (279; 187 Female, 92 Male)
Efficient/effective Interactive engagement
Promote learning Enjoyable
Time saving/ Using class time more effectively Reinforcement with practice
Being-prepared for class/being organised Student-centred
Negative (45; 33 Female, 12 Male)
Less effective than traditional learning Technical deficiencies
Difficult/unfamiliar Dislike
Not sufficient Personal differences
Other (47; 31 Female, 16 Male)
Depends on the course
Effective if used correctly
Should be used in other courses (11)
 JOURNAL OF FURTHER AND HIGHER EDUCATION 7

P287). Additionally, flipped learning was found to give more responsibility to students to regulate their
own learning (e.g. P57, P120, P155). P180 said that: ‘If the student wants to do the assignments made in the
classroom without any problems and time shortage, she/he should watch the videos uploaded to LMS before
the class’. Similarly, P266 reported her/his thoughts by saying:
Since this learning model is student-centered, I found myself playing a more active role in the classroom. It is also a method
that instills responsibility because you know that you cannot do anything unless you arrive prepared for the lesson.

Some of the participants reported that they liked the flipped model, it attracted their interest and
supported active learning and interaction. P165 posited that ‘In traditional teaching methods, the
teacher presents and students listen. Thus, problems such as boredom and inability to focus appear. In
the reverse, in the flipped model students are more active in the class. I think it should be popularized’.
P248 said that ‘It (flipped model) makes a great contribution to the lesson being more interactive and
productive’. Similarly, P303 and P380 reported that the flipped model increased their interaction with
their peers and with the instructor. For P55, the flipped model was really helpful for fighting her fears
against the class: ‘Although the computer class was terrible for me, this model helped me overcome my
fears. The videos I watched before the lesson prepared me for the lesson and prevented me from fussing’.
On the other hand, a number of participants emphasised the advantages of flipped learning being
a contemporary and high-tech learning method (P47, P54). For instance, P130 said that: ‘Learning
with videos and the use of technology provided concrete learning for the individual and also contributed
to us taking advantage of the possibilities of technology’. A couple of pre-service teachers also
mentioned that they plan to use this learning approach in their future classes (e.g. P325).

Negative views
About 5–6% of the participants reported that they perceive flipped learning less effective than
traditional learning. A couple of the participants posited that flipped learning was difficult and/or
unfamiliar for them, and a couple of them mentioned the success of the model varies from person to
person. P219 said that: ‘Although it was a successful practice, it was not for me. I prefer the classical
method. As someone who has not had any experience with the computer, understanding the content
from the videos was difficult for me’. P309 suggested that this method was difficult, since students
were used to traditional teaching methods. To be successful in applying flipped classrooms, this
method should start being used in early grades. For P73, the class was not better with the use of the
flipped approach, this was just a new way of teaching. Similarly, P194 believes that even if the flipped
method is more student-centred, it is not adequate for conceptualising the content. P119 talked
about how this method was stressful saying that:
When I am not prepared for the class, I feel psychologically under pressure and I could not ask questions to the
teacher, because I was afraid that she/he would understand that I did not watch the videos.

Other
13–15% of the participants did not have negative perceptions of the flipped method, but they talked
about some deficiencies of the method and/or its application in class. A number of participants
mentioned that their preference would depend on the subject of the class. Participants usually
mentioned this method is more useful for practical courses. P142 talked about some difficulties, but
the flipped method also increased self-confidence by teaching how to learn by yourself:
Obviously, it challenged us on some issues (especially Excel assignments), because this type of assignment is
something that we can really have difficulties with if we do not work well on our own. It (flipped model) forced us.
But still, I felt that I was learning something while trying hard and trying to do it with my own effort. Because more
than listening to the teacher, I was going to practice.
8 Z. YURTSEVEN AVCI ET AL.

Additionally, several participants talked about the success of the flipped model, and how it depends
on how much the students take the responsibilities it requires and how well it was applied. P174 said
that: Since self-control is higher in this method, the results may differ for everyone. But I think it is much
more efficient for individuals who can control their own learning in general. About 3% of the
participants reported that they prefer the flipped learning method also being used in other classes.

Factors contribute to learning

The participants were asked about the factors that contributed to their learning in the flipped
classroom experiences.

Instructor interaction
Instructors were one of the most mentioned factors that contributed to the pre-service teachers’
learning (e.g. P37). The following examples are the answers of the participants which directly indicate
the importance of the instructor in the learning process. While a cliched expression of ‘from the sage
on the stage to the guide on the side’ can be used to describe the flipped learning approach, the
participants’ answers to this specific question still emphasise the importance of the instructor’s role
even in a flipped classroom.
Videos sometimes can be insufficient, so we need instructor narration. It was great that we are able to ask questions
to the instructor (P100).

The teacher’s interaction with us was so important for me. It was the most effective factor for my learning (P199).

Instructor observations support the comments above, while providing more in-depth explanations
of the student-instructor interactions in a flipped class environment. First of all, instructors reported
that they could spend more time on helping their students, while they are working on the in-class
assignments because of the flipped structure. Both the students and the instructor had more time to
focus on the application of the concepts through the assignments. Instructor B and C posited that
they had been missing some of the students’ needs and expectations, while she was lecturing in
a regular class. On the other hand, when they gave them the chance to practice in the flipped model,
she had the opportunity to better observe students and give them the support they needed.
Similarly, instructor A said that:
In the flipped classroom, I felt more like a facilitator than a teacher . . . I created a much more intimate classroom
environment by walking around and helping the students in the classroom. I had the opportunity to get to know my
students better . . . I felt that my students could ask me questions without hesitation compared to a traditional class.

Instructor C and D mentioned some differences among the students in terms of their interaction with
the instructor. Depending on how much they prepared before the class and their technology skills,
some students needed more explanations and help than others. Novice students in terms of using
technology were nervous and sometimes needed instructor explanations to be able to work on the
assignments. Instructor C said:
I had to answer very simple questions over and over again and it was not possible to reach every student. In flipped
learning, students asked questions that they could not find answers to in the videos.

Peer collaboration
Even though the class activities and assignments were designed to be completed individually, the
participants reported peer collaboration as one of the factors that contributed to their learning (e.g.
P110).
 JOURNAL OF FURTHER AND HIGHER EDUCATION 9

We shared what we know with my friends and we had a lot of fun while doing it. It was easier to do homework in
class (P135).

When my friends helped me while doing the assignments in the class, it was like one-on-one training. Thanks to this,
I learned a lot easier (P339).

According to the instructor observations, some students played a facilitator role during the class.
Especially the students who prepared well for the class and watched the videos before the class, and
helped their friends who were struggling, after finishing their own assignments. Students preferred
to ask for help from their peers in the flipped class, instead of asking help directly from the instructor.
This situation created a collaborative environment in the classroom and ease the instructor’s work
(Instructor A). Instructor B reported that in a traditional class, students could not have adequate time
to help each other, since they were busy listening and trying to catch the lectures.

Classroom management and self-regulation of students

According to the instructor observations, a more friendly and intimate classroom environment was
created with the flipped design. Students who listen passively and who could be interested in other
things (playing on the phone, dodging, etc.) in a traditional classroom environment, were always
active and working on their homework in the flipped class. According to instructor B:
In a traditionally designed classroom setting, students had been distracted when they did not understand something.
However, since most of the students in the flipped class watched the videos before the class, they had knowledge of
the content. That way, they could participate more actively in doing assignments in class.

There was no change in terms of workload and exams within the framework of this course. The
structure of the class was the same both in traditional and flipped ways. Even if a number of students
mentioned workload in the class as a reason for their dissatisfaction, instructors report some
advantages of weekly assignments. According to instructor A, assignments might have been over­
whelming for some of the students, since they were not used to being constantly active. Although
there were those who could not watch the videos due to technical inadequacies outside of school, it
was observed that some of the students were not prepared because they had not taken such
a responsibility for their own learning before. Similarly, according to instructor B, the reason for
some students complaining that there was a video to watch every week, is that students do not have
necessary skills to organise their own learning.

Problems pre-service teachers faced during the implementation

In order to better understand the pre-service teachers’ experiences of the flipped classroom, they were
asked to answer the question of ‘If you could change something in this course, what would you change?
Why?’ For this particular question, 101 pre-service teachers out of 386 reported that they would not
change anything. Most of these participants stated that they were satisfied with the course and would
not change anything. The following quotation from a participant describes the situation.
Frankly, I’m not sure anything needs to be changed. I learned almost everything from this course. It all depends on
the student, as it is an applied course in which the students should be active (P181).

Classroom environment
As mentioned above, the course was delivered in computer laboratories at the campus. Some of these
laboratories, especially two of them were equipped with old computers that occasionally raised pro­
blems, related to Internet connection or a system crash. Since active learning and implementation stages
happened in the classroom, the classroom environment, class size, number of the computers, and their
10 Z. YURTSEVEN AVCI ET AL.

usability directly influence the experience of the participants. Out of 386, 101 participants reported that
they were not satisfied with the classroom environments, which includes computers and Internet
connections. Some example quotations are as follows:
I would definitely change the school’s computers. Our school’s computers were slow, so we had a hard time
practicing in class (P4).

Closely related to the classroom environment, 20 of these 101 students also mentioned that the
large class sizes were another factor that shaped their experience of flipped learning. As mentioned
above, the participants of the study were students in 8 different sections of the same course. The
class sizes were 28, 46, 46, 63, 65, 66, 69 and 71. While the class sizes were large, the number of
computers in laboratories was not enough for all students. For example, for the course that had 69
students, there were approximately 30 computers in one of the laboratories. Thus, the students had
to share the computers during the class. In some of the classes, three students had to share one
computer. This inconvenient environment also influenced the students’ experiences and they
expressed this in their answers. The following quotation from student P277 explains the situation
in their own words.
I would reduce the class size. As a result of the high number of students, I witnessed that some people could not use
computers. Or I witnessed a computer being used by two people. I think this is an unfavorable situation. I think it is
better to have one computer for each student (P277).

As stated by some of these students, the class sizes also affected the instructor’s interaction with the
students. ‘I would like to reduce the number of students . . . with fewer students, our teacher could take
care of us better as the number of people decreased’ (P56)

Workload: assignments and exams

The course was designed in a way that students had assignments each week related to the content
of that week. Weekly assignments had a one-week deadline, but usually the assignments were
completed in class. 46 of the participants reported that they would change the workload of the
course. Especially the workload caused by the assignments and exams were perceived to be over­
whelming and intense by these participants. P143 said that ‘Some assignments were multi-layered and
intense. I wish they were a little light’
The intensity of the assignments was closely related to the previous theme of the classroom
environment. Because the number of computers at laboratories was not enough for each student,
they had to complete their assignments in groups of two. In such a situation, while one student was
working on his/her assignment, the other one had to wait. Thus, the class time sometimes was not
enough for two of them to complete their assignments.
. . . Since I do not have a personal computer, I had difficulties in finding a computer. If I were to suggest a solution to
this, the duration of the course could be extended, or the assignments could be a bit easier to complete (P354).

Course materials
In addition to the classroom environment and the workload of assignments and exams, 25 students
stated that they would change the course materials. Since the videos were not recorded by the
instructors, instead they were found on the social networking site ‘YouTube’, the students specifically
reported that they would not want to listen to the content from different people. They preferred to
have lectures that are taught by their own instructor or by the same person. This is especially
expressed in their comments:
I would like to change the way the videos are recorded by different people. Because some of them could not explain
the content well (P32).
 JOURNAL OF FURTHER AND HIGHER EDUCATION 11

I wish my teacher could record the videos (P192).

Additionally, a few students mentioned the quality of the videos.

I don’t think there is anything I want to change in this course, but I guess I could improve the materials used in the
course (P39)

Course structure
20 of the participants mentioned that they would prefer traditional classroom learning where the
instructor lectures. The following quotations support their preferences.
I would change the way the lesson is taught because normal face-to-face training is more effective for me (P7).

I would change the flipping learning model because the teacher’s lectures are more effective for me (P73).

The reason some of the students prefer traditional classroom learning is because they get used to it.
Student P195 clearly explained this in his/her comment: ‘I would like to change the flipped learning
model because we have always had a teacher-centered education until this time, this model was a little
difficult for me’ (P195). In addition to the students who prefer traditional classroom learning, 9
students reported that they would like their instructors to lecture more during class time.
Similarly, some of these students stated that they wanted the information to be repeated by the
instructor (e.g. P121). Instructor observations also support the majority of the students’ positive
comments about the flipped structure of the course. Instructor B said that especially the students
who did not have access to technological resources, stated that it is good for them to know what to
learn in advance. Similarly, Instructor D reported she observed that the flipped structure of the
course contributed to some students coming to the class prepared and being more confident. On
the other hand, this structure created stress for some students. Students who felt a deficiency
because they did not review the materials shared before the class were sometimes hesitant to ask
questions.

Conclusion and discussion

In this study, after the information technology courses had been applied for 14 weeks with a flipped
learning model and collected the data from 371 students regarding their flipped learning experi­
ences were presented. The research results show that students who experience flipped education
perceive the education positively and find it beneficial in large extent. In the flipped classroom
environment, learners interact with learning materials and course materials outside of the classroom
and prepare for active learning in the classroom. The results of the study show that the vast majority
of students, such as 75%, have positive thoughts about education in flipped classrooms. This result is
similar to the study that Nouri (2016) conducted in their research methods course in 2016, where
they tried to determine the perceptions of learning in flipped grades with senior university students.
Similarly, it was stressed that student attitudes towards flipped education, which was used to teach
organic chemistry lessons in a small university setting, were positive in each classroom, ranging from
70 to 90% (Fautch 2015). The opinions of the learners participating in the study emphasise the
positive aspects of face-to-face education such as flipped learning is effective, provides an engaging
learning experience, is enjoyable, and saves time. This is similar to a study conducted by Zheng,
Becker, and Ding (2014) with three different departments on campus. According to study results
students are saving time, more functional use of classroom time, and more time to reflect on difficult
issues (Zheng, Becker, and Ding 2014). Likewise, in another study, it was emphasised that flipped
classrooms offer advantages in time management and saves time in the learning process (Şen and
Hava 2020).
12 Z. YURTSEVEN AVCI ET AL.

According to the results of the study, there are negative opinions at a rate of 12% as well as
positive opinions. These opinions include the flipped classroom being less successful than face-to-
face instruction, technical implementation issues, difficult/new techniques, disdain for the process,
and individual differences. In their study, in which negative opinions are emphasised (Şen and Hava
2020), those who have technical problems, those who emphasise that education should be given
face-to-face rather than flipped, and those who stated that the subject should be explained not only
by the activity but also by the teachers come to the fore in their report. Erol Sahin (2020) emphasised
that there are negative opinions about flipped learning caused by technical problems such as
computers and Internet connection. Students who complain that they have to study every week in
flipped classrooms and that it causes excessive burden, show similarities with this study, in which
negative opinions are emphasised because this method is new (Sezer and Abay 2019).
In the study, the most important factor affecting learning in a flipped learning environment was
the interaction with the lecturers of the course. In a flipped learning environment, the instructor of
the course can spend more time interacting with the students. Another factor that affects learning in
flipped classrooms is the interaction students have with each other. Although the activities are
organised individually, the fact that the students are enrolled in the same class and know each other
is considered to be an important factor in the realisation of this interaction. This shows the
importance of including activities and tools that will increase the interaction and cooperation
between students in flipped classrooms. An important effect of flipped classrooms is its contribution
to classroom management. This study shows that students who cannot express themselves comfor­
tably and genuinely in the classroom environment are more active in education and participate in
the learning processes.
During the application process of the flipped learning model, the issues that the pre-service
teachers experienced and wanted to change in the implementation of the course were also
determined. First of all, nearly 30% of the participants stated that they do not want to change
anything, and they are satisfied with the application method. In addition, the rate of students who
want to change the computer laboratory conditions is 30%, and they complained about the old, slow
and connection problems of the computers. The fact that the number of students in the laboratory
application of the course is higher than the number of computers is emphasised as one of the
reasons that makes it difficult to apply flipped learning. One of the most difficult subjects for
students in flipped learning was homework and exams. The students complained about the intensity
of the homework given in the context of preparation for the lesson every week and stated that they
wanted to change it. The students wanted to change this because the course materials were created
from different YouTube links, making it feel like a different teacher is teaching each subject. Finally,
some of the students stated that they wanted to change the teaching method as they preferred
traditional face-to-face education environments.
With the use of technology in the education field, there have been new changes in how learning
takes place, how knowledge is taught or learned and how teachers and students communicate. The
role of the teacher has also been changed from passively delivering the knowledge to actively
facilitating knowledge creation. Thus, teachers of digital natives are now expected to create learning
experiences supported by technology that promote students’ critical thinking skills and act as
facilitators in the learning process (ISTE 2017). With changes in technology and the complexity of
students’ lives these days, education shifts have taken into account in higher education. One of these
shifts, called online learning, accelerated with the COVID-19 pandemic. It offers advantages to
students such as time, flexibility, and affordability. Blended and hybrid course models and open
educational resources (OER) are also among the key technologies and practices in HE institutions
(Thompson et al. 2021). Flipped classroom, which is an application model for hybrid courses, has
been highlighted as an emerging technology for higher education (Johnson et al. 2014). Moreover,
the flipped classroom can be applied to foster students’ active learning in higher education (Hamdan
et al. 2013). Latorre-Cosculluela et al. (2021) study results show high agreement among students on
the benefits or effectiveness of flipped learning designs in terms of their personal and professional
 JOURNAL OF FURTHER AND HIGHER EDUCATION 13

skills. These competencies include character building, collaboration, communication, citizenship,

critical thinking and creativity. Those skills are also very important in the digital transformation of
organisations.
In this study, some challenges were stated by pre-service teachers related to classroom environ­
ment, workload (assignments and exams), course material and course structure, as given in the
findings section. In order to apply the flipped education model in practical courses, the classroom
size must be suitable for the laboratory application environment. In classrooms where physical
conditions are limited, groups should be created for this purpose and classes should be divided.
Large class size is one of the important factors affecting interaction design and other activities.
Challenges about the assignments also directly related to class size. About the course material,
a couple of students mentioned that they prefer the videos were recorded by the instructor instead
of different people. Researchers who plan to conduct a similar study could consider this depending
on their course content, time and other related factors. On the other hand some of participants had
negative opinions about the flipped structure of the course itself. Some of these students did have
limited technology and internet access and some of them just did not used to preparing the class
prior to the face-to-face sessions. Some suggestions for instructors would be learning about their
students technology and internet access prior to their flipped application and offer them some
alternative solutions, like extra time in school lab., if possible. Quizzes can be applied at the
beginning of the face-to-face sessions and individual student needs can be identified.

Disclosure statement
No potential conflict of interest was reported by the author(s).

Notes on contributors
Zeynep Yurtseven Avci holds a PhD in 2012 from North Carolina State University, Department of Instructional
Technology. She is currently working as an Associate professor in the Department of Computer Education and
Instructional Technology at the Faculty of Education and director of Distance Education Center at Eskisehir
Osmangazi University. Her areas of expertise include innovative educational technologies, development of instructional
materials using technology, contribution of technology use in learning, communication and collaboration tools, and
technology professional development. Dr. Avci has national and international articles, book chapters and papers on
educational technology.
Funda Ergulec is currently working as a faculty member at Eskisehir Osmangazi University in the Faculty of Education,
Department of Computer and Instructional Technology Education. She received her Ph.D degree from Indiana
University, Department of Instructional Systems Technology. Her master’s is from Cincinnati University, Department
of Instructional Design and Technology. Her research interests include educational technology, instructional design,
and design and development of distance learning courses.
Ozge Misirli is a faculty member of Department of Computer Education and Instructional Technology in Eskisehir
Osmangazi University. She has an MA in Primary Math Teaching and a Ph.D. in Computer Education and Instructional
Technology. She has offered several undergraduate courses such as Information Technologies and media literacy. She
conducts researches on social media, effective use of social media by children and families, ICT integration and gender
balance in ICT. She is still working as a faculty member at Eskisehir Osmangazi University.
Irfan Sural has been an Associate Professor in Department of Computer Education & Instructional Technology at
Osmangazi University, Eskisehir-Turkey. His professional career has been a mixture of national and international jobs in
various areas, which greatly enriched my knowledge and experience about Information Technology especially in the
field of distance education. He has a strong practical as well as theoretical background in use of technology for learning.
His research interest is educational technology and software development. Irfan Sural received both B.S and M.S. degree
in Electrical and Electronics Engineering Department. He has a PhD degree in Distance Education Programme of Social
Sciences Institute of Anadolu University. He also gives lessons about programming languages, computer networks,
operating systems, android development, learning management systems, educational software development, and
information and communication technologies in education as an instructor.
14 Z. YURTSEVEN AVCI ET AL.

ORCID
Zeynep Yurtseven Avci http://orcid.org/0000-0001-7740-743X
Funda Ergulec http://orcid.org/0000-0002-7236-7894
Ozge Misirli http://orcid.org/0000-0002-6135-6815
Irfan Sural http://orcid.org/0000-0003-2232-9483

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