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Open Access Article
1 - English Students' Attitudes Towards Using Flipped Classrooms in Language Learning at Hebron University
Mohammed Farrah Ahlam Qawasmeh -
Open Access Article
2 - On the Effectiveness of Using Flipped Classroom in Teaching Grammar to Iranian Advanced Students of ELT
Seyyed Pedram Allahveysi Mohammad Aliakbari -
Open Access Article
3 - The Effect of Flipped Classroom on EFL Learners' Speaking Complexity, Accuracy, and Fluency: A Mixed-Methods Study
Maedeh Davari Behdokht Mall-Amiri -
Open Access Article
4 - providing a proposed framework for the work and technology curriculum of the middel school With emphasis on flipped classroom pattern
zahra abolhasani Saeid Safaei MovahhedThe purpose of this study was to present and explain the proposed framework of work and technology curriculum of the first high school based on the flipped classroom pattern. Qualitative research method is of the type of implication research because it uses implications MoreThe purpose of this study was to present and explain the proposed framework of work and technology curriculum of the first high school based on the flipped classroom pattern. Qualitative research method is of the type of implication research because it uses implications of flipped classroom theory for the presentation of the Kar & Fanavari curriculum framework and it is in terms of applied purpose. The research population is all scientific literature related to the flipped classroom pattern and the criterion-based sampling method was used. The criteria for sample selection are: flipped classroom Patterns texts, published articles from reputable sites and also published in the last 5 years. The validity of this study was evaluated and confirmed by the faculty members of the Faculty of Psychology and Educational Sciences of the University of Tehran. The present study aims at studying the theoretical foundations of the flipped classroom pattern and its arguments in four areas of purpose (enhancement of learning style, problem solving skills, creation of mental habits such as curiosity and the ability to utilize communication skills), Content (based on criteria such as different student learning styles, Student-centered, problem-oriented, self-learning and multi-media capability selected), For teaching strategies, one can use methods called problem solving teaching, creative thinking, teamwork, group discussion, individual training, and program teaching and demonstrative teaching methods and in assessing the work and technology curriculum was presented (using genuine evaluation to allow student self-assessment). Manuscript profile -
Open Access Article
5 - Effectiveness of Flipped Teaching on Students' Academic Resilience
Parvaneh Omrani Fereshteh Afkari Mostafa GhaderiThis study aimed to evaluate the effectiveness of the flipped teaching method on the academic resilience of students in the lesson of humankind and the environment in the academic year of 2019-2020. This research is quasi-experimental and applied in terms of purpose. Th MoreThis study aimed to evaluate the effectiveness of the flipped teaching method on the academic resilience of students in the lesson of humankind and the environment in the academic year of 2019-2020. This research is quasi-experimental and applied in terms of purpose. The statistical population of the study included female high school students in District 2 of Shahr-e-Rey. First, one of the schools in the district 2 of Rey was selected by available sampling method and 60 high schools 11th-grade students were replaced by simple random sampling in two classes of 30 people as the experimental group and the other as the control group. To collect data, the standard questionnaire of Samuels (2004), which was standardized by SoltaniNejad and his colleagues in 2012, was used as a pre-test and post-test. After confirming the face and content validity of the instrument by professors in the field of educational sciences, its reliability was calculated through Cronbach's alpha coefficient of 0.81. To analyze the data, descriptive statistics such as center orientation indices and dispersion indices and inferential statistics of the Levin test were used to investigate the assumption of variance homogeneity and multivariate analysis of covariance and univariate and ETA test using Spss24 software. The results showed that flipped teaching has a positive effect improves the academic resilience of 11th-grade female students. Finally, it is suggested that principals facilitate teachers' participation in workshops on new teaching strategies so that teachers can benefit from new teaching approaches, including filliped teaching in the classroom. Manuscript profile -
Open Access Article
6 - Analyzing the Impact of Flipped Classroom on Students' Mathematical Academic Achievement and Attitude towards Mathematics
Hossein Ghanaat Abbas HabibzadehThe purpose of this study was to determine the impact of flipped classroom on Students' mathematical academic achievement and attitude towards mathematics. This study was conducted in the 3rd district of Isfahan. The research was an "applied research" in terms of purpos MoreThe purpose of this study was to determine the impact of flipped classroom on Students' mathematical academic achievement and attitude towards mathematics. This study was conducted in the 3rd district of Isfahan. The research was an "applied research" in terms of purpose and "quasi-experimental" in terms of method. The statistical population of this study consisted of all male seventh grade high school students in Isfahan 3rd district. The sampling method was "sample available". The test group participated in a 10-session flipped classroom method but the control group received an unchanged training during these 10 sessions. In order to measure students' academic achievements, the students' scores were calculated by a formula based on both teacher-made tests of academic achievement in a mathematics lessons prepared by the researcher before and after the intervention and Mathematics Attitude Questionnaire by Aiken (1979). Covariance analysis method was used to analyze the data of this study after obtaining assurance that the necessary assumptions were not violated. The results of this study showed that flipped classroom teaching was more effective on students 'academic achievements than the traditional method, but the change in students' attitude toward math was not statistically significant. Therefore, it was concluded that planning to implement a flipped classroom in high schools can be effective in improving academic achievement in mathematics. Manuscript profile -
Open Access Article
7 - Comparison of effectiveness between flipped versus traditional instructions on perception of class and academic attitude in the girl students of Ahvaz Farhangian university
Mahnaz Khayat Fariba Hafezi Parviz Asgari Marzieh Talebzade ShoushtariThis study aimed at the effectiveness of flipped and traditional instructions over perception of class and academic attitude among the girl students of Farhangian University. The investigation was performed with pre-test & post-test plan having control group. Statis MoreThis study aimed at the effectiveness of flipped and traditional instructions over perception of class and academic attitude among the girl students of Farhangian University. The investigation was performed with pre-test & post-test plan having control group. Statistical society included all girl students of Farhangian university, Fatemeh Zahra center in first semester of 2019-20 academic year. A sample of 36 students was selected through purposeful sampling, then randomly divided into two experiment & control group. Data were gathered using Fraser, Fisher & McRobbie’s perception of class (1996) and Akbari’s academic attitude (2004) questionnaires. The interventional group received flipped instruction as 8 sessions of 120 minutes, weekly. For the control group traditional instruction was performed. The data were analyzed through multivariable analysis of covariance (MANCOVA), single variable analysis (ANCOVA) and Bonferroni's post hoc test. Findings showed significant difference between effectiveness of flipped (P<0.05) versus traditional instruction (P<0.01) on problem-based learning and self-determination. Based on the results of this study, flipped education has more effectiveness on perception of class and academic attitude, compared with traditional instruction. Manuscript profile -
Open Access Article
8 - Designing and Building of E-Learning Applications For SMK Negeri 1 Gunung Talang
Asrul Huda Suci Rahmadani Dedy Irfan Bayu Fajri Murni Sukmawati Noper Ardi -
Open Access Article
9 - The Effectiveness of the Flipped Classroom Teaching Method on the Components of Academic Optimism in Mathematics
Reza Shahi Mahdi Eyvazi Nayyer Heydari KalajehThe important mission of education is to help the all-round development of students intellectually, behaviorally and attitudinally. Academic optimism is considered one of the most important components of attitudinal growth and a complement to the intellectual and behavi MoreThe important mission of education is to help the all-round development of students intellectually, behaviorally and attitudinally. Academic optimism is considered one of the most important components of attitudinal growth and a complement to the intellectual and behavioral growth of students, which has attracted the attention of education specialists and researchers in this field. This research was conducted with the aim of identifying the effect of the flipped classroom teaching method on the components of academic optimism in mathematics. The present research method was semi-experimental with a pre-test-test design with a control group. The statistical population of the research includes all the students of the 6th grade of elementary school in Varzeghan city, firstly, 34 people were selected by the available sampling method, then two experimental groups (17 people) were randomly selected due to the homogeneity of the samples. and control (17 people) were replaced. To collect data, the Academic Optimism Questionnaire (AOQ) of Schennen Moran et al. (2013) was used with a reliability of 0.93 for the whole test. Research hypotheses were analyzed using multivariate analysis of variance method and SPSS26 software. The findings showed that the flipped classroom teaching method significantly increases students' academic optimism in the components of student trust in the teacher (P<0.001), academic emphasis (P=0.013) and school unity (P=0.015). As a result, the flipped classroom teaching method is considered one of the most effective methods of developing academic optimism, which is recommended to sixth grade teachers. Manuscript profile -
Open Access Article
10 - Integration of Flipped Classroom Model for a Hotel English Course in China
Jing Chen Hyun-Ju Kim -
Open Access Article
11 - A Qualitative Investigation of Students' Perceptions of Flipped learning
Shahriar Jalili Hamidreza Khalaji Hossein Ahmadi -
Open Access Article
12 - The Impact of Flipped Classroom on Learning Outcome in a General English Course: Grammar and Vocabulary Gains in Focus
Shakiba Zarinfard Mehrak Rahimi Ahmad Mohseni -
Open Access Article
13 - Effect of the Flipped Classroom Approach and Language Proficiency on Learner Autonomy and Foreign Language Anxiety
Hamid Parvaneh Masoud Zoghi Nader Asadi -
Open Access Article
14 - Collaborative Flipped Learning through CALL: A Recipe for Realizing Social Presence in Virtual Learning Environments
Mohammad Hossein Hariri Asl S. Susan Marandi Parviz Maftoon -
Open Access Article
15 - The Effect of Flipped Classroom on Iranian ESP Students’ Vocabulary Learning, Retention and Attitude
zahra Rezaei Fard Mohsen Shahrokhi Mohammad Reza Talebinejad -
Open Access Article
16 - Effectiveness of flipped Classroom on Meta-cognitive Skills and Educational Motivation in Conservatory Students
zahra vahidi kambiz poushanehAbstractThe purpose of this study is to investigate the effect of flipped classroom on meta-cognitive skills and academic motivation of 11th grade students of conservatory. The method of this study was quantitative and quasi-experiment with the experimental group and on MoreAbstractThe purpose of this study is to investigate the effect of flipped classroom on meta-cognitive skills and academic motivation of 11th grade students of conservatory. The method of this study was quantitative and quasi-experiment with the experimental group and one control group. The statistical population of this study is all of 11th grade students of conservatory in Isfahan(96-97), which has 11766 students in 427 conservatories. Sampling was done using multi-stage cluster random sampling that Sampling was done from 6 districts of Isfahan city that finally the sample size of the study consisted of two groups: a test group of 30 and a control group of 30.The research tool was a standard metacognitive questionnaire for Khorramdel et al And Hartler's Standard(1980-1981) Higher Education Inventoryquestionnaire. The questionnaire was distributed among a number of students for the formal validity of the questionnaires and the validity and reliability of the questions. After ensuring the results, the questionnaires were distributed in the statistical sample. Also, reliability of questionnaires or their reliability was calculated using Cronbach's alpha method. The Cronbach's alpha for the meta-cognitive correlation scale for adolescents using SPSS software was 0.79 and for Hartre's educational motivation questionnaire.92 is obtained The collected data were analyzed by Mancoa test. The results of data analysis showed that using flippedclassroom methods has a significant effect on metacognitive skills and academic motivation of 11th grade students of conservatory of Isfahan's high schools. Manuscript profile -
Open Access Article
17 - Representation of Students' Experiences of Active Learning in flipped Classroom: Phenomenological Research
mohammadjavad luaghatdar hasan kaviani bibieshrat zamani yasamin abediiniThe 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 stude MoreThe 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. Manuscript profile -
Open Access Article
18 - نقش محیطهای آموزشی سنتی، ترکیبی، و معکوس در ارتقای تلفظ فراگیران زبان انگلیسی به عنوان زبان خارجه با استفاده از اپلیکیشن ایی ال اس اٍی
بهرام دهقانپور ژاله بهشتی محمود جلالی -
Open Access Article
19 - تاثیر تدریس زبان انگلیسی به شیوه معکوس بر درک مطلب زبان آموزان: با تمرکز بر سطح مهارت فراگیران در زبان انگلیسی
Shohreh Farsi Masoud Zoghi Hanieh Davatgari Aslدر پژوهش حاضر از روش شبه آزمایشی و از طرح پیش آزمون و پس آزمون بهره گرفته شده است. هدف این پژوهش، بررسی تاثیر استفاده از تکنیک های آموزش معکوس بر مهارت خواندن و درک مطلب فراگیران ایرانی و همچنین بررسی وجود یا عدم ارتباط معنادار بین رویکرد کلاس معکوس و سطح مهارتی فراگیرا Moreدر پژوهش حاضر از روش شبه آزمایشی و از طرح پیش آزمون و پس آزمون بهره گرفته شده است. هدف این پژوهش، بررسی تاثیر استفاده از تکنیک های آموزش معکوس بر مهارت خواندن و درک مطلب فراگیران ایرانی و همچنین بررسی وجود یا عدم ارتباط معنادار بین رویکرد کلاس معکوس و سطح مهارتی فراگیران زبان انگلیسی است. جامعه آماری پژوهش، شامل 65 زبان آموز مرد و زن ایرانی بود و سطح مهارت انگلیسی آنان بر اساس آزمون تافل ( TOEFL PBT ) مشخص شد. آنها به دو گروه آزمایشی (یک گروه متوسط و یک گروه بالاتر از سطح متوسط) و دو گروه کنترل (یک گروه متوسط و یک گروه بالاتر از متوسط) تقسیم شدند. در ابتدای پژوهش شرکت کنندگان از جهت مهارت خواندن و درک مطلب بررسی شدند. در طول 14 هفته آموزش، مهارت خواندن و درک مطلب در فراگیران گروه آزمایشی به شیوه معکوس تدریس شد. در حالی که در گروه های کنترل، آموزش این مهارت به شیوه سنتی انجام شد. در پایان پژوهش برای سنجش میزان یادگیری زبان آموزان، توانایی خواندن و درک مطلب آنان در پس آزمون همسان با پیش آزمون بررسی شد. نتایج حاکی از آن است که زبان آموزان کلاس معکوس بدون توجه به سطح مهارتی شان در درک مطلب از زبان آموزان کلاس کنترل پیشی گرفتند. نتایج این پژوهش می تواند معلمان زبان دوم را به پذیرش رویکرد کلاس معکوس برای ارتقاء مهارت خواندن و درک مطلب ترغیب کند. Manuscript profile
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