The Evaluation of the Problem Based Flipped Classroom Instruction Process in the Framework of Community of Inquiry
The aim of this study is to determine the effectiveness of the instruction process through the use of the PBFC model within the scope of the CN&C course. The evaluation of the PBFC process was made with the qualitative data obtained from the participants within the scope of CoI. Within the scope of cognitive presence the participants firstly talked about the fact that video-based materials started the learning process. Within the scope of social presence, they talked about the contribution of PBL activities to motivation and a respectful communication environment. Within the scope of teaching presence, participants firstly mentioned the fact that PBL activities deepen the meaning of the subject. Within the scope of learning presence, participants talked about the increase in their self-efficacy regarding course content, the formation of regular study habits thanks to video-based materials, and they stated the fact that their intrinsic and extrinsic motivations stayed alive.
Articles published in Journal of Problem Based Learning in Higher Education are following the license Creative Commons Attribution (CC-BY)
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