Investigating the Appropriateness of a Course Evaluation Model: Preservice Teachers’ Flipped Learning Experience

Authors

DOI:

https://doi.org/10.14689/enad.43.2105

Keywords:

course evaluation, higher education, flipped learning, interpretive paradigm, illuminative evaluation model

Abstract

Parlett and Hamilton’s (1972) Illuminative Evaluation Model (IEM) was adopted to research course evaluation in flipped learning environments. An integrated data set, including teaching videos, interviews from 17 preservice teachers, and course materials, was collected and analyzed in an educational sciences course. Both quantitative and qualitative data showed that this model, within its learning milieu and instructional systems aspects, had the potential to be a suitable method for instructors to evaluate the quality of their flipped courses. These relationships between the learning milieu and instructional systems provide evidence of the complexity of evaluation. This study demonstrates how the IEM helps uncover the design of a flipped educational sciences course and offers a suitable model for flipped course evaluation. Finally, the implications of this study for general instructional design are discussed.

Author Biographies

Bengi Birgili, MEF University

Ph.D., Research Assistant, MEF University, Faculty of Education, Department of Mathematics and Science Education, Istanbul, Turkiye, birgilib@mef.edu.tr, birgili.bengi@gmail.com, https://orcid.org/0000-0002-2990-6717

Utkun Aydın, University of Glasgow

Ph.D., Lecturer in Initial Teacher Education, University of Glasgow, School of Education, Scotland, UK, Utkun.Aydin@glasgow.ac.uk, https://orcid.org/0000-0002-1380-5911

Caroline Fell Kurban, MEF University

Ph.D., Consultant to the Rector, MEF University, Previously Center for Research and Best Practices in Learning and Teaching, Istanbul, Turkiye, kurbanc@mef.edu.tr, https://orcid.org/0000-0002-2213-9711

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2025-07-31

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Birgili, B., Aydın, U., & Fell Kurban, C. (2025). Investigating the Appropriateness of a Course Evaluation Model: Preservice Teachers’ Flipped Learning Experience . Journal of Qualitative Research in Education, (43), 185–213. https://doi.org/10.14689/enad.43.2105

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