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.

本研究旨在探究CN&C课程范畴内，应用PBFC模型开展教学流程的有效性。本研究依托CoI（探究共同体，Community of Inquiry）框架下收集的参与者质性数据，对PBFC教学流程进行评估。在认知存在感（cognitive presence）维度下，参与者首先提及视频类教学材料启动了学习流程。在社会存在感（social presence）维度下，参与者谈及PBL（基于问题的学习，Problem-Based Learning）活动对提升学习动机及营造尊重式沟通氛围的积极作用。在教学存在感（teaching presence）维度下，参与者首先指出PBL活动能够深化对课程主题的理解。在学习存在感（learning presence）维度下，参与者表示其针对课程内容的自我效能感有所提升，依托视频类教学材料养成了规律的学习习惯，同时提及自身的内在与外在学习动机均得以维持。