Self-Assessment and Learning Outcome Evaluation of Interior Architecture Students Using Flipped versus Traditional Classroom Education Models

Abstract

The aim of this present study is to determine the self-evaluation of learning outcomes of students using flipped classroom versus traditional learning education models in the senior year (fourth year) interior architecture students. This research was conducted for one full semester of senior year interior architecture graduate students, which takes 14-weeks of a time period each lasted 6 hr of a week which makes a total of 84 hr for a semester. Two different education models were used for a one-semester course for a total number of 112 students. The students were all informed about flipped and traditional educational models prior to the class selection. The groups were designated by the students' education model choice. Class A was 57 students who attended to the flipped classroom model and Class B were 55 students who attended to the traditional lecture-based education Both courses have the same credit. The GPA scores of flipped classroom attendees were found to be higher than the traditional class GPA score rates. The student evaluation forms were determined to be better in the flipped classroom. The change of students to using flipped classroom from the traditional method leads to a student-centered education instead of teacher-centered education.