Representation of Students' Experiences of Active Learning in flipped Classroom: Phenomenological Research

Subject Areas : Infomartion Technology

mohammadjavad  luaghatdar ¹ (univrrsity of isfahan)
hasan  kaviani ² (university of isfahan)
bibieshrat  zamani ³ (isfahan)
yasamin  abediini ⁴ (isfahan)

Received: 2019-01-15 Accepted : 2019-01-15 Published : 2018-08-23

Keywords: flipped classroom, active learning, teaching-learning activities,

Abstract :

The present study is qualitative in the field of interpretive studies Using Phenomenology Research Strategy, he is trying to explain the experience of students from active learning in the reciprocal class; Therefore, the unit of research in this study included all students of undergraduate science education In the first semester of the academic year 1396-1397 in an academic classroom Were trained in flipped classroom Based on the data saturation criterion, 17 students were considered as examples. The data collection tool was a semi-structured interview which was analyzed on the basis of the internal method of Van Menen's approach And for accreditation of data, four criteria were used: reliability, portability, reliability and verification capabilities. According to the data obtained, two main components were identified Which was the first case of independent learning, including the following sub-themes: Attention to individual differences, personal feedback, acceptance of learning responsibilities, perceptions and problem solving And the second was a collaborative learning that included the following sub-themes: Interactions, sharing experiences and engaging in the learning process Which can reflect the student's experience of learning to be active in the flipped classroom.