Purpose – The ultimate objective of this study is to compare the impact of face-to-face and online flipped learning on students’ academic achievements and their perspectives on learning and teaching, offering valuable insights to the field.
Design/methodology/approach – The study utilized a quasi-experimental research method that involves pre-test and post-test control groups.
Findings – The results indicated that face-to-face and online flipped learning positively impacted learning, with comparable contributions to academic achievement. However, we found that online flipped learning did not affect students’ beliefs about learning and teaching, while face-to-face flipped learning positively influenced them.
Originality/value – As distance learning becomes increasingly important in our modern era, this research aims to explore the use of active learning methods, including discussion, writing, animation, drawing, association, analysis, knowledge measurement and games, in virtual learning environments, such as online flipped learning. The study seeks to enhance the existing literature on the impact of face-to-face and online flipped learning models on student success. Additionally, it aims to address a significant gap in the literature by determining the effect of these models on students’ epistemological and pedagogical beliefs, which can impact their motivation, learning outcomes, academic achievements and decision-making processes.  

Purpose – Researchers have previously utilized the project-based 6E learning model and the problem-based quantum learning model in various courses, such as the instructional principles and methods course and the character and values education course. These models were evaluated for their impact on students in different subjects, including developing skills, values, democracy perceptions, attitudes towards cooperative learning, metacognitive thinking skills and teacher self-efficacy perceptions. In 2023, Okmen, Sahin and Kiliç reported positive outcomes, while Sahin and Kiliç reported similar findings in 2023a, 2023b and 2023c. There has been no investigation into how the models affect students’ critical thinking and academic literacy. This study seeks to determine the impact of both models on these skills, gain more insight into their effectiveness and determine which is more beneficial. The results will guide the decision-making process for the character and values education course and other courses in the future. Specifically, this research aims to compare the effects of the project-based 6E learning model and problem-based quantum learning model on critical thinking and academic literacy.
Design/methodology/approach – This research employed the Solomon four-group experimental design to assess the efficacy of the applications. Prior knowledge and experience of the participants were evaluated through pretests. However, it should be noted that pretests may impact posttest scores either positively or negatively. For instance, participants taking the test multiple times may become more interested or attentive to the subject matter. The Solomon four-group design was deemed appropriate to analyze the influence of
pretesting. This design enables the investigation of the application effect, pretest effect and interactive effect of pretest and application (van Engelenburg, 1999).
Findings – It was concluded that the project-based 6E learning model was effective in developing critical thinking in students, but not significantly. It was concluded that the problem-based quantum learning model significantly improved students’ critical thinking skills. It was concluded at the end of the study that the project-based 6E learning model notably enhanced students’ academic literacy. It was concluded that the problem-based quantum learning model had a significant positive impact on students’ academic literacy. According to research, it has been determined that the problem-based quantum learning model is superior in enhancing critical thinking abilities compared to the project-based 6E learning model. Nevertheless, there seems to be no detectable disparity in the academic literacy advancement of pupils between the problem-based quantum learning model and the project-based 6E learning model.
Originality/value – There has been no investigation into how the models affect students’ critical thinking and academic literacy. This study seeks to determine the impact of both models on these skills, gain more insight into their effectiveness and determine which is more beneficial. The results will guide the decision-making process for the character and values education course and other courses in the future 

This study aims to investigate the influence of problem-based quantum learning on cooperative learning, self-efficacy beliefs, and metacognitive thinking skills among pre-service teachers and their views on it. In this research, an experimental research method was used. The participants were 2nd-year students in a state university’s English Language Teaching program in Turkey. The data were
collected by Student Letters, Teachers’ Sense of Efficacy Scale, Metacognitive Thinking Skills Scale, and Attitude Scale for Cooperative Learning. The t-test from parametric tests and the Wilcoxon signed test from non-parametric tests were used for the study of quantitative data. The content analysis method was used for the analysis of qualitative data. According to the data obtained from the research, it was concluded that the problem-based quantum learning model positively affected the attitudes of preservice teachers towards cooperative learning and group work, their self-efficacy perceptions, problem-solving, thinking, research, and decision-making skills. Also, it was concluded that this model was effective in learning the content of the course, learning the information, and increasing the desire to learn, their attitudes towards the model changed, and the model was effective and fun.

Bu çalışmanın amacı, Türkçe dersi öğretmen adaylarının uzaktan eğitim öğretmenlik uygulaması sürecine ilişkin görüşlerini belirlemektir. Araştırma, nitel araştırma desenlerinden “durum çalışması” deseni ile yürütülmüştür. Çalışma grubu amaçlı örnekleme yöntemi ile seçilmiştir. Araştırmanın çalışma grubunu Düzce Üniversitesinde 2020-2021 bahar döneminde Türkçe Eğitimi anabilim dalı dördüncü sınıfında okuyan ve “Öğretmenlik Uygulaması” dersini alan altı kadın ve bir erkek olmak üzere toplam yedi öğretmen adayı oluşturmaktadır. Veri toplamada odak grup görüşme tekniği kullanılmıştır. Daha sonra veriler içerik analizine tabi tutulmuştur. Araştırma sonunda öğretmen adaylarının; yöntem teknik, öğrenci ile iletişim, sınıf yönetimi konularında bilgi ve beceri kazanmayı hedefledikleri, ancak dersi planlama konusunda düşük beklenti geliştirdikleri belirlenmiştir. Öğretmen adaylarının genel olarak düşük öz yeterlik algılarına sahip oldukları sonucuna ulaşılmıştır. Öğretmen adaylarının bir dönem planlarının olmadığı, kazanımların programa ve yıllık plana uygun olarak işlenmediği, ders planlarının ve etkinliklerin bazen hazırlanmadığı belirlenmiştir. Öğretmen adaylarının materyal olarak genelde ders kitabını kullandıkları belirlenmiştir. Öğrencilerin derse katılımlarının genel olarak az olduğu sonucuna ulaşılmıştır.

This research aims to determine the effectiveness of the Project-based 6E (engagement, exploration, explanation, elaboration, extension
and evaluation) Learning Model. The researchers created the model by combining the basic features of project-based learning with an
understanding of the learning cycle. The pre-test/post-test semi-experimental design, in which no control group is included, was used in
the study. The study group in the research consisted of junior students studying at the Turkish Teaching and English Language Teaching
departments of the Faculty of Education, Düzce University, in the fall semester of the academic year 2020–2021. The experimental process
was structured according to the Project-based 6E Learning Model. Two different types of data, namely, qualitative and quantitative,
were collected to determine the effectiveness of the experimental process. It was concluded that the students found the model efficient,
effective and attractive. The model positively changed students’ perceptions of values and values education. It was also seen that the
model enables students to realise their values, review and question the values, reinforce them, complete their deficiencies and gain
new values. Due to the effect of the learning model, students positively experienced significant changes in their teaching perception.

The purpose of this research was to evaluate the effectiveness of the brain-based learning style cycle. In the research, a pre-test and post-test quasi-experimental design without a control group was used. The research study group consisted of sophomore (2nd year) students studying at Duzce University Faculty of Education, Psychological Counseling and Guidance Department in the fall semester of the 2020–2021 academic year. There were a total of 111 students, 84 females and 27 males. The course was structured according to the Brain-Based Learning Style Cycle. Research data were collected using the “Attitude Scale Towards Cooperative Learning”, the “Teacher Self-Efficacy Scale”, the “Metacognition Thinking Skill Scale” and the “Student Letters”. At the end of the research, it was concluded that the students had positive attitudes towards the model. It was determined that the model created a significant difference in students’ attitudes towards cooperative learning, teacher self-efficacy beliefs, and metacognitive thinking skills.

Bu çalışmanın amacı; aşamalı araştırmaya dayalı öğrenme modeline göre tasarlanan bir dersin etkililiğini belirlemektir. Bu amaçla nitel araştırma dersi aşamalı araştırmaya dayalı öğrenmeye göre tasarlanmış ve uygulanmıştır. Araştırma, nitel araştırma desenlerinden eylem araştırması ile gerçekleştirilmiştir. Türkiye’deki bir devlet üniversitesinde Eğitim Programları ve Öğretim yüksek lisans programına devam eden ve Nitel Araştırma dersini alan 13 öğrenci araştırmanın çalışma grubunu oluşturmuştur. Veriler “Süreç Değerlendirme Formu” ve “Öğrenci Mektupları” ile toplanmıştır. Veri analiz süreci “verileri düzenleme”, “verileri özetleme” ve “ilişkilendirme/yorumlama” olmak üzere üç aşamada yürütülmüştür. Araştırma sonuçlarına göre öğrencilerin nitel araştırma ile ilgili yeni bilgi ve kavramları öğrendikleri ve nitel araştırmaya karşı olumlu tutum kazandıkları belirlenmiştir. Araştırmaya dayalı öğrenme modelinin öğrencilerde sabır ve saygı gibi insani değerler yanında işbirliği ve liderlik gibi sosyal becerileri, eleştirel düşünme, öz düzenleme, zamanı etkili kullanma ve sorumluluk gibi kişisel becerileri kazanmalarını sağladığı belirlenmiştir. Bunun yanında öğrencilerin bilimsel araştırma becerilerini kazandıkları, araştırmaya dayalı öğrenme yönteminin öğrencilerin derse aktif katılımlarını arttırdığı, etkileşimli bir sınıf ortamı oluşturduğu ve farklı bakış açılarını görmenin öğrenciler açısından verimli olduğu sonucuna ulaşılmıştır

Bu çalışmanın amacı; proje tabanlı öğrenmeye göre düzenlenen karakter ve değerler eğitimi dersinin öğrenciler üzerindeki etkilerini belirlemektir. Uygulama süreci eylem araştırması yolu ile gerçekleştirilmiştir. Verilerin toplanmasında hem nitel hem nicel araçlar kullanılmıştır. Araştırmanın katılımcıları, Türkiye’deki bir devlet üniversitesinde Rehberlik ve Psikolojik Danışmanlık programında 2. sınıfta öğrenim gören 103 öğrencidir. Toplamda 16 hafta süren Karakter ve Değerler Eğitimi dersi proje tabanlı olarak yürütülmüştür. Verilerin toplanmasında; “İşbirlikli Öğrenmeye Yönelik Tutum Ölçeği” ve “İnsani Değerler Ölçeği”, “Süreç Değerlendirme Formu” ve “Öğrenci Mektupları” kullanılmıştır. Nicel analizlerde; bağımsız örneklemler t-testi ve Mann Whitney U testi, nitel verilerin analizinde içerik analizi yöntemi kullanılmıştır. Öğrencilerin ders sonrası işbirlikli öğrenmeye yönelik tutumlarında ve insani değerlerinde toplamda, sorumluluk, dostluk ve dürüstlük boyutlarında anlamlı fark ortaya çıktığı görülmüştür. Bunun yanında bu yöntemin öğrencilerin eleştirel düşünme, sorgulama gibi düşünme becerilerine, bilimsel araştırma ve teknoloji kullanma becerilerine ve empati, liderlik, girişkenlik gibi sosyal becerilerine olumlu katkısı olduğu sonucuna ulaşılmıştır