Flipped Learning with Turkish Students: Issues of Dissonance to Possible Harmonization

Flipped Learning is a rapidly expanding, popular methodology. It is becoming a talking point at educational conferences and in academic studies, and its use is growing worldwide. As it grows, certain questions surface which demand thoughtful consideration. Do issues arise in the implementation of Flipped Learning in settings which could be considered culturally diverse from the settings in which the movement began? If so, how should these be addressed? In order to answer these questions, three studies based on Geert Hofstede’s cultural dimensions were conducted in a Turkish foundation university context. The results suggest that in order for the pedagogical assumptions of Flipped Learning to be accepted and put to use, certain values could be discussed and behaviors developed and which would build even more bridges between the learning philosophies of both student and teacher in the MEF University English Language Preparatory Program. The results of this study will prove beneficial in helping both parties identify what areas of disagreement or misunderstanding might appear and how to effectively address these in order to create a healthy learning environment.