Since e-Learning has become popular in recent years, research studies have been conducted about which instructional methods are the most effective in online learning environments. The purpose of this study is to apply the flipped classroom model to a Medical Terminology Course that was provided fully online as part of a Medical Documentation and Secretarial associate degree program in a vocational college, and to analyze learners’ experiences associated with this application. Based on this method, as asynchronous activities, learners were required to study interactive multimedia content and applications. For synchronous activities, mainly learner-centered approaches, collaborative learning, problem solving and discussion, led the learning process. In the context of this study, learners’ usage of the system, submissions to the study process questionnaire, and academic achievement were collected as quantitative data; whereas, learners’ opinions towards the flipped classroom model were obtained as qualitative data. Hence, the study was designed as a mixed methods research. According to the results, it was found that learners’ academic achievement significantly related to their perceptions of deep learning and their time spent on learning activities. Moreover, learners indicated problematic aspects to the flipped classroom as time expectancies, insufficiency of instructional materials, and lack of advice received from the instructor.

中文翻译：

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翻转电子学习以教授医学术语：学习者的在线体验和认知研究

自从近年来电子学习变得流行以来，已经进行了关于哪种教学方法在在线学习环境中最有效的研究。这项研究的目的是将翻转的课堂模型应用于医学术语学课程，该课程是职业学院的医学文献和秘书副学士学位课程的一部分，在线提供，并分析与该应用程序相关的学习者经验。基于这种方法，作为异步活动，要求学习者学习交互式多媒体内容和应用程序。对于同步活动，主要以学习者为中心的方法，协作学习，问题解决和讨论主导了学习过程。在本研究的背景下，学习者对系统的使用情况 收集研究过程问卷和学术成就作为定量数据；而学习者对课堂教学模式的看法是定性数据。因此，该研究被设计为混合方法研究。根据结果​​，发现学习者的学习成绩与他们对深度学习的看法以及他们在学习活动上花费的时间密切相关。此外，学习者指出，由于时间上的期望，教学材料不足以及缺乏从教师那里得到的建议，这给翻转的教室带来了问题。该研究被设计为混合方法研究。根据结果​​，发现学习者的学习成绩与他们对深度学习的看法以及他们在学习活动上花费的时间密切相关。此外，学习者指出，由于时间上的期望，教学材料不足以及缺乏从教师那里得到的建议，这给翻转的教室带来了问题。该研究被设计为混合方法研究。根据结果​​，发现学习者的学习成绩与他们对深度学习的看法以及他们在学习活动上花费的时间密切相关。此外，学习者指出，由于时间上的期望，教学材料不足以及缺乏从教师那里得到的建议，这给翻转的教室带来了问题。