Flipped classroom model applications in computing courses: Peer‐assisted groups, collaborative group and individual learning

Abstract The Flipped Classroom (FC) provides various opportunities to ensure active learning in a student‐based learning environment. In the literature, it is pointed out that the FC model provided a positive contribution to the teaching process when it was used for learning environments in past studies. Besides this, it is seen that FC was integrated into a learning method and the results were generally associated with only FC. From this point of view, it is thought that the methodological effect of FC needs to be examined. The aim of this study is to identify whether the use of different models (peer‐assisted group: PAL‐FC, collaborative group: SGCL‐FC, and individual learning: IL‐FC) in FC for computing courses of university students has an effect on academic performances, learning motivation, academic self‐efficacy, computer anxiety of the university students, and flipped learning readiness. This study is designed with a mixed method. The working group of the study is composed of 242 university students. The application lasted for 14 weeks. In this study, data have been collected by a Personal Information Form, semi‐structured interview form, information technologies achievement test, and four different data collection tools. As a result of the research, it is found out that different applications in the FC model have a significant effect on academic success, academic self‐efficacy, e‐learning readiness in FC. FC model application with PAL‐FC has proved more successful when compared to other methods in terms of developing performance and reducing technology anxiety. Also, it is seen that motivation and academic self‐efficacy in FC has improved positively for collaborative group work.