The Challenges of Flipped Learning: A Qualitative Content Analysis
Subject Areas : Learning
hafez sahebyar
1
,
Ramin Habibi-Kaleybar
2
,
Javad Mesrabadi
3
,
Abolfazl Farid
4
1 - PhD student in Educational Psychology, Faculty of Educational Sciences and Psychology, Shahid Madani University of Azerbaijan, Tabriz, Iran.
2 - Professor in Educational Psychology, Department Educational Sciences, Educational Sciences and Psychology Faculty, Azarbaijan Shahid Madani University, Tabriz, Iran.
3 - Professor in Educational Psychology, Department Educational Sciences, Educational Sciences and Psychology Faculty, Azarbaijan Shahid Madani University, Tabriz, Iran.
4 - Associate Professor in Educational Psychology, Department Educational Sciences, Educational Sciences and Psychology Faculty, Azarbaijan Shahid Madani University, Tabriz, Iran.
Keywords: Qualitative Content Analysis, flipped learning, challenges and barriers,
Abstract :
The rapid progress and changes in technology, the increasing use of smart devices, multimedia and Internet, and on the other hand, the epidemic of Covid-19, have directed educational systems towards virtual education and hybrid models such as flipped learning. The current research was conducted with the aim of identifying and classifying the challenges of flipped learning implementation. This study is a qualitative research with inductive content analysis approach; and its statistical population includes two groups. The first group includes a collection of articles that were related to the purpose of the research. At this stage, articles were searched from scientific journals and reliable databases such as: Noormags, Magiran and SID in Persian language between 1393-1401; and search in foreign databases such as Scopus, ProQuest, Wiley, ERIC, and Google Scholar in English between 2013-2022. The keywords were: "flipped learning", "flipped instruction", "flipped classroom", "challenges", "barriers". After the initial search of the mentioned databases, a total of 1113 sources with the indicated keywords were obtained. After applying the inclusion and exclusion criteria, a total of 100 scientific research articles were purposefully selected for analysis. In addition to the systematic review of the articles, in order to identify more and more precisely the challenges and ensure the findings from the articles, the second group of the statistical community, that includes professors and educational experts, in the fields of educational technology , educational management, lesson planning, educational psychology and teachers who implemented the flipped learning model were referred; Among them, 15 people were selected purposefully; And they were interviewed online. The results show that the implementation challenges of flipped learning can be identified in 8 categories. Challenges related to: the learner, teacher and school, content, instruction, family, managerial and operational, ethical and security and technical and technological
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_||_خواستار، حمزه.(1388). ارایه‌ی روشی برای محاسبه‌ی پایایی مرحله‌ی کدگذاری در مصاحبه‌های پژوهشی. روششناسی علوم انسانی، 15(58)، 174-161.
دلاور، علی.(1397). روش تحقیق در روانشناسی و علوم تربیتی. تهران: نشر ویرایش.
سرمد، زهره؛ بازرگان، عباس و حجازی، الهه.(1399). روش‌های تحقیق در علوم رفتاری. انتشارات آگه.
صاحبیار، حافظ. (1397). اثربخشی یادگیری معکوس بر درگیری تحصیلی و تفکر تاملی دانش‌آموزان دوره متوسطه دوم. پایاننامه کارشناسی ارشد دانشگاه شهید مدنی آذربایجان.
عبداللهی، بیژن؛ احمدآبادی، آرزو. (1398). نظریه زمینه‌ای یادگیری به روش معکوس: ایجاد یادگیری به روش معکوس در کلاس درس. توسعه حرفه ای معلم، 4 (2)، 45-29.
قرطالی، احمد؛ رضاییزاده، مرتضی؛ علمالهدی، جمیله.(1399). شناسایی موانع بهکارگیری کلاس معکوس در آموزش عالی ایران. فصلنامه علمی تدریس پژوهی، 8(4)، 230-212.
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Abdullahi, B., Ahmadabadi, A. (2019). A Grounded Theory Study of Learning through the Flipped Method: Learning through the Flipped Method in the Classroom. Journal of Teacher's Professional Development, 4(2): 29-45 [In Persian].
Abou-Khalil, V., Helou, S., Khalifé, E., Chen, M.A., Majumdar, R., Ogata, H. (2021). Emergency Online Learning in Low-Resource Settings: Effective Student Engagement Strategies. Education Sciences,11, 2-18.
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Battaglia, D. M., & Kaya, T. (2015). How ffipping your ffrst-year digital circuits course positively affects student perceptions and learning. International Journal of Engineering Education, 31(4): 1126–1138.
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. USA: International Society for Technology in Education.
Betihavas, V., Bridgman, H., Kornhaber, R., & Cross, M. (2016). The evidence for ‘flipping out’: a systematic review of the flipped classroom in nursing education. Nurse Education Today, 38, 15–21.
Bhagat, K. K., Chang, C. N., & Chang, C. Y. (2016). The impact of the flipped classroom on mathematics concept learning in high school. Educational Technology & Society, 19(3): 134–142.
Bishop, J., & Verleger, M.A. (2013, June). The flipped classroom: A survey of the research. Paper presented at the 120th ASEE Annual Conference & Exposition, Atlanta, GA. Retrieved from http://www.asee.org/public/ conferences/20/papers/6219/view.
Book Peck JL. (2014). Social Media in Nursing Education: Responsible Integration for Meaningful Use. Journal of Nursing Education, 53(3): 7. https://doi.org/10.3928/01484834-20140219-03
Bozkurt, A. (2020). Koronavirüs (Covid-19) pandemic süreci ve pandemic sonrası dünyada eğitime yönelik değerlendirmeler: Yeni normal ve yeni eğitim paradigması. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 6(3): 112-142.
Buch, G. R., & Warren, C. B. (2017). The Flipped Classroom: Implementing Technology to Aid in College Mathematics Student's Success. Contemporary Issues in Education Research, 10(2):109-116.
Cabi, E. (2018). The Impact of the Flipped Classroom Model on Students' Academic Achievement. International Review of Research in Open and Distributed Learning, 19(3): 203-221.
Chen, L. L. (2016). Impacts of flipped classroom in high school health education. Journal of Educational Technology Systems, 44(4): 411–420.
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