Developing and Validating an Instructional Design Model Based on the Principles of Flipped Learning

Subject Areas : Research in Curriculum Planning

Faranak Esmaelian ¹ , Zahra zare ²

1 - Master's student, Faculty of Educational Sciences, Elementary Education, Farhangian University, Nasibeh Campus, Tehran, Iran.
2 - Assistant Professor, Department of Biology, Farhangian University, Tehran, Iran

Received: 2022-03-03 Accepted : 2022-12-26 Published : 2022-11-22

Keywords: science education, action research, Flipped Instruction, constructivism models, Instructional design,

Abstract :

The aim of this study was to develop and validate an instructional design model based on the principles of flipped learning using a qualitative action research method. The initial model was formulated of data collected from semi-structured interviews with 12 experts in flipped learning. The initial model then evaluated, validated and modified based on data collected from interviews with seven number of those experts. In the next step, sixth grade science lesson plans designed based on this model and through focused group meetings with ten elementary school teachers familiar with flipped learning. The initial model modified according to teachers’’ feedbacks when designing lesson plans. The developed lesson plans were implemented during the school year to evaluate the model based on the researcher's observations and students' feedback. The insights obtained of this evaluation were also used to improve the model. The flipped learning design model developed from the present study describes the process of instructional design in three stages including analysis and needs assessment, design and development, implementation and evaluation. In the first stage, the learners' characteristics, curriculum documents, and situation / environment are analyzed in order to gain insights that are important to illuminate the next steps. The decisions about instructional objectives, organizing instructional materials and resources, and designing the environment are made by the next stage, design and development. The third stage is the implementation and evaluation stage which includes a set of activities that are done in three conditions including before the classroom (such as sharing instructional resources and materials, and the expectations from learners), during the classroom (such as assessment of assignments and tasks, and providing feedback) and after the classroom (such as introducing additional sources and materials and providing questions for reflection). The flipped instructional design developed from this research has the potential to applied by instructional designers and teachers as a practical guide.

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