Review of the Effectiveness of Flipped Classroom Model in Turkish Music Theory Classes

Abstract

This study examines the effectiveness of the Flipped Classroom (FC) model in Turkish Music Theory classes. The data obtained through observation and focus group interviews during and after the twelve-week teaching process and under this study were subjected to content analysis on Atlas.ti22 software and interpreted as themes and categories. The aim was to determine how suitable the FC model is for the teaching of Turkish Music Theory, and how and in what way it affects success and learning. The advantages of the flipped classroom model were identified as “ease of access”, “practice in class” and “materials” in this study. The findings obtained from the research reveal that students can easily have access, without time-space constraints, to the preparation videos and materials prepared by the instructors, which is seen as the strongest aspect of the FC model. However, during this process, it was found out that some students had a lack of self-control, some had problems with focusing, and some had problems with student-teacher or student-computer interaction. Participants suggested that practitioners should prepare the content of preparation videos in line with the target audience, collective reading exercises should be done in practice classes, and the FC model should also be used in other classes. Participants also suggested that students should come to class prepared, repeat the subjects learned in the classes, and study by writing and recording.