Serpil TOKER, Özgür ALPARSLAN
Türk Fen ve Sağlık Dergisi - 2026;7(2):106-116
Purpose: This phenomenological study aimed to explore the views of second-year midwifery students who experienced the flipped learning model regarding both the flipped learning model and traditional learning models. Material and Methods: The study was conducted with 13 student volunteers from November 15 to November 30, 2025. Data were collected via a focus group interview and analyzed using content analysis in MAXQDA 24. Themes and subthemes were finalized based on expert review. Results: Three themes and seven sub-themes were identified for the flipped learning model, while two themes were determined for the traditional learning model. The flipped learning model was found to provide advantages such as reduced workload, flexibility, repeatability, and unlimited access; however, it also had disadvantages, including the inability to ask questions instantly and the risk of misunderstanding. The traditional learning model was considered advantageous in terms of face-to-face interaction and immediate questioning; however, it was found to have disadvantages such as limited class time, crowded classrooms, and lower knowledge retention. Conclusion: The findings indicate that the flipped learning model facilitates effective learning. However, to implement the model effectively, it should be planned alongside complementary practices that enhance instructor guidance and synchronous interaction.
