Akademik Veri Yönetim Sistemi
Baltic Journal of Modern Computing, cilt.12, sa.2, ss.150-164, 2024 (ESCI)
The purpose of this case study is to determine student feedback and satisfaction with the flipped classroom. The flipped classroom method was applied for a duration of 15 weeks during the autumn semester of the academic year 2021-2022 at Vilnius Gediminas Technical University in Lithuania, within the Faculty of Civil Engineering, Department of Construction Management and Real Estate. The flipped classroom method was applied to 12 Master's degree students in the Real Estate Management program. During the application of the method, students were addressed in a mixed way (theoretical lectures online, practical work in the classroom). The article presents the theoretical part of the method and also describes the process of applying the flipped classroom method: preparation, development of the lecture plan, selection of tools for working with students, and feedback from students. The SWOT analysis of the case study is conducted. The results of the study show that students positively evaluate the use of the flipped classroom. Students mentioned the following positive aspects: more practice during lectures, flexibility in time and place, permanent and active learning, the possibility to learn at their own pace, to prepare for class, and take responsibility. As negative aspects, students mentioned the following: technical problems, technological inadequacies, lack of time for lecture preparation, previous habits, no adequate video duration, and workload. But it was also a challenge for the teachers: heavy workload (preparation), use of different tools in the application of the flipped classroom, involvement, and encouragement of the students.