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A three-dimensional structure with 22 items emerged, with factor loadings ranging from 0.82 to 0.50 and 57.59% total explained variance. Confirmatory factor analysis supported the same three-factor structure with acceptable fit indices, demonstrating that the scale is valid and reliable.",{"@graph":14,"@context":77},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/development-of-the-perception-scale-for-flipped-learning-model/591912/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/development-of-the-perception-scale-for-flipped-learning-model/591912.png","ImageObject",300,407,{"name":42,"@type":43},"Mabel","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-27","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69,73],{"name":60,"@type":61,"acceptedAnswer":62},"What is the main purpose of this study?","Question",{"text":63,"@type":64},"To develop a scale that determines university students’ perceptions of the flipped learning model.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the scale validated and how was reliability assessed?",{"text":68,"@type":64},"Validity was tested using exploratory and confirmatory factor analysis, and reliability was analyzed through internal consistency.",{"name":70,"@type":61,"acceptedAnswer":71},"What factors and item count were obtained from exploratory factor analysis?",{"text":72,"@type":64},"A three-dimensional structure was formed with 22 items: learning readiness, learning support, and motivational interaction.",{"name":74,"@type":61,"acceptedAnswer":75},"How did confirmatory factor analysis results support the model?",{"text":76,"@type":64},"The CFA fit indices (e.g., RMSEA, SRMR, CFI, NNFI) indicated acceptable fit, confirming the three-factor structure.","https://schema.org",{"og:url":32,"og:type":79,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":81,"canonical":32},"index,follow",{"doc_id":83,"site_id":7},591912,1792161613,{"code":4,"msg":86,"data":87},"success",[88,92,96,100,104,109,114,118,123,126,130],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},"Comic",60,"comic",{"id":105,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},6,"Technology",50,"technology",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},7,"Healthcare",40,"healthcare",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":116,"slug":117},8,30,"research-report",{"id":119,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":121,"slug":122},9,"Religion & Spirituality",20,"religion-spirituality",{"id":121,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":121,"slug":125},"World Cup","world-cup",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":127,"slug":129},10,"Lifestyle","lifestyle",{"id":131,"doc_module":4,"doc_module_name":25,"category_name":132,"show_sort_weight":55,"slug":133},19,"General","general",{"code":4,"msg":86,"data":135},{"doc_id":83,"user_id":136,"nickname":42,"user_avatar":137,"doc_module":4,"category_id":115,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":143,"language":144,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":12,"update_tm":148,"read_time":112,"preview_page_count":4},7971474920318,"https://ap-avatar.wpscdn.com/avatar/74000ee537e6b0ca360?x-image-process=image/resize,m_fixed,w_180,h_180&k=1788430171632181674","Development of the Perception Scale for Flipped Learning Model  \nMehmet Ersoy  \nAssoc. Prof., corresponding author, Eskisehir Osmangazi University, Turkey, [mehmetersoy@ogu.edu.tr](mehmetersoy@ogu.edu.tr)  \nEsra Eren  \nAssoc. Prof., Eskisehir Osmangazi University, Turkey, [eeren@ogu.edu.tr](eeren@ogu.edu.tr)  \nZeynep Yurtseven Avcı  \nAssoc. Prof., Eskisehir Osmangazi University, Turkey, [zavci@ogu.edu.tr](zavci@ogu.edu.tr)  \nCelal Murat Kandemir  \nAsst. Prof., Eskisehir Osmangazi University, Turkey, [celalmurat.kandemir@gmail.com](celalmurat.kandemir@gmail.com)  \nThe main purpose of this research is to develop a measure to determine university students'perceptions of the flipped learning model. Exploratory and confirmatory factor analysis were conducted within the scope of the validity study of the scale, and its internal consistency was analyzed for its reliability. The data for exploratory factor analysis was collected from 360 preservice teachers who experienced the flipped learning model in the 2019-2020 academic year. Asa result of the exploratory factor analysis, a three-dimensional structure (learning readiness, learning support and motivational interaction) consisting of 22 items was obtained, and factor loadings were between .82 and .50. The total variance ratio explained by the factors of the scale was determined as 57.59. Moreover, the confirmatory factor analysis was carried out on the data obtained from 354 pre-service teachers who did not participate in the exploratory factor analysis study. The most important values for CFA were χ² =719.34; df=201; RMSEA = 0.08; SRMR =0.06; CFI = 0.97 and NNFI =0.97, which showed an acceptable level of fit confirming the three-factor structure. The findings show that the developed scale is a valid and reliable measure to determine the perceptions of university students regarding the flipped learning model.  \nKeywords: flipped learning, perception scale, university students, exploratory factor analysis, confirmatory factor analysis  \nINTRODUCTION  \nActive learning strategies are promoted in contemporary learning models, where students interact with the content, peers, and the instructor more instead of passively listening to the lectures. The pandemic we are in reminded us of the availability and plethora of learning resources in almost any field. Thus, the key in learning is not only having the resources, but also strengthening ourselves and our students about how to genuinely apply that knowledge.  \nIn recent years, educators have been searching for more active learning strategies in various fields in higher education. Flipped learning model, which has gained popularity in recent years, is among the contemporary application models for active learning strategies in the classroom. Flipped classroom method offers a strong structure for active engagement of students in learning activities (Berrett, 2012; Day & Foley, 2006; Fisher et al., 2018) . The transformation in the learning culture in the flipped classroom leads to a student-centered approach rather than teacher-centered (Hamdan et al., 2013; Muir & Chick, 2014) . In flipped approach, students individually engage with content before the face  \nCitation: Ersoy, M., Eren, E., Avcı, Z. Y., & Kandemir, C. M. (2023) . Development of the perception scale for flipped  \nlearning model. Anatolian Journal of Education, 8(1), 63-78. [https://doi.org/10.29333/aje.2023.815a](https://doi.org/10.29333/aje.2023.815a)  \nto-face sessions through the instructional videos and/or other instructional materials, and more active learning methods are applied in face-to-face sessions such as interactive engagement, just-in-time teaching and peer instruction (Bhagat et al., 2016; Berrett, 2012; Fisher et al., 2018) .  \nAlthough the concept of \"flipped classroom\" and application of its components is not new in education, it has popularized by the work of two high school chemistry teachers, Jonathan Bergmannand Aaron Sams (2012), and later applied by man","cbCaidXQzk8fYu1w","https://ap.wps.com/l/cbCaidXQzk8fYu1w","pdf",511510,16,"English","# Introduction\n## Active learning and flipped learning\n## Flipped classroom approach and implementation\n## Concept background and pillars of flipped learning","[{\"question\":\"What is the main purpose of this study?\",\"answer\":\"To develop a scale that determines university students’ perceptions of the flipped learning model.\"},{\"question\":\"How was the scale validated and how was reliability assessed?\",\"answer\":\"Validity was tested using exploratory and confirmatory factor analysis, and reliability was analyzed through internal consistency.\"},{\"question\":\"What factors and item count were obtained from exploratory factor analysis?\",\"answer\":\"A three-dimensional structure was formed with 22 items: learning readiness, learning support, and motivational interaction.\"},{\"question\":\"How did confirmatory factor analysis results support the model?\",\"answer\":\"The CFA fit indices (e.g., RMSEA, SRMR, CFI, NNFI) indicated acceptable fit, confirming the three-factor structure.\"}]","Development of the Perception Scale for Flipped Learning Model | PDF",1792073460]