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Open Access Article
1 - The Effect of Flipped-Classroom on Students’ Achievement Motivation and Learning in Computer Course
Fatemeh Joshaghan nejhad Mohsen BagheriThe purpose of this study is to investigate the effect of flippedclassroomon students' achievement motivation and learning in computer course. The population consisted of educational technology students of Arak University in the first semester 2015-2016. And 41 students MoreThe purpose of this study is to investigate the effect of flippedclassroomon students' achievement motivation and learning in computer course. The population consisted of educational technology students of Arak University in the first semester 2015-2016. And 41 students who choosed principle of computer course were selected by purposeful sampling method as a research sample. Students’ randomly assigned in group flipped training (n = 14), individual flipped training (n = 14) and control groups (n = 13). In the current study, quasi-experimental research design was used. In the control group, the traditional method was used, and in the experimental groups flipped classroom method was applied. In order to collect the data of achievement motivation Harter questionnaire (1991), and for computer learning the teacher made tests was used. Part-scale reliability coefficients of this equipment with the formula 20 Kuder-Richardson between 0.054 to 0.084 has been reported. For gathering data of learning teacher mad test was used. Face and content validity of the test has been approved through two specialists. As well as, analysis of variance (Anova) and covariance (Ancova) were used for data analysis. According to The results the mean score of students' achievement motivation in flipped classrooms had increased compared to the traditional classroom. Although the difference was not significant and the difference was statistically significant only in the components of external motivation. As well as, the mean score of student learning in the flipped classrooms was increased than the traditional classroom, although significant differences were not reported. And only there was significant difference between groups in the practical learning subscale. It can be concluded that flipped classroom in case for provide context more efficient to execute than traditional teaching. Manuscript profile -
Open Access Article
2 - 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
3 - Study of The effectiveness of flipped learning on reflective thinking of second grade high school students in Math
Hafez Sahebyar Golamreza Golmohammednezhad Isa BarghiThe purpose of this study was to determine the effectiveness of flipped learning strategy on improving reflective thinking and all components of them in second grade high school male students in Math. The research method was semi-experimental with pre-test and post-test MoreThe purpose of this study was to determine the effectiveness of flipped learning strategy on improving reflective thinking and all components of them in second grade high school male students in Math. The research method was semi-experimental with pre-test and post-test with a control group. And the statistical population of this study are all second grade high school male students in Ahar city in the academic year of 1396-1397; among them, samples of 46 were selected by cluster sampling method and randomly divided into two groups of experimental and control. Data were gathered using Kember and Leyong(2000) questionnaire. Initially, questionnaire was run as Pretest on both groups(experimental and control). Then, the experimental group was subjected to flipped learning strategy; and the control group was Traditional learning in mathematics course for 13 sessions. After completion of educational sessions, both Post-test groups were performed. Data were analyzed using descriptive and inferential statistics(multivariate covariance analysis). The results of the analysis of covariance showed that the flipped learning strategy was effective on reflective thinking. Also, based on the results, the effect of flipped learning on all components of reflective thinking (habit action, understanding, reflection, and critical reflection) is positive and meaningful. Manuscript profile -
Open Access Article
4 - The Challenges of Flipped Learning: A Qualitative Content Analysis
hafez sahebyar Ramin Habibi-Kaleybar Javad Mesrabadi Abolfazl FaridThe 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 curre MoreThe 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 Manuscript profile -
Open Access Article
5 - Designing and Validating the Flipped Learning Model for Elementary School Students
azar khazaei mohammadreza nili esmaeil zareizavaraki ali delavarThe study is aimed to designing and validating the flipped learning model to in order to improving the metacognition and problem solving on elementary school students. It is used exploratory mixed method, so in qualitative part. It is used inductive content analysis to MoreThe study is aimed to designing and validating the flipped learning model to in order to improving the metacognition and problem solving on elementary school students. It is used exploratory mixed method, so in qualitative part. It is used inductive content analysis to developing the instructional model and in quantitative part used professional’s survey to internal validating. It is used content analysis and researcher-made questionnaire to collecting the data in qualitative and quantitative method respectively. The questionnaire’s reliability was 0.91 by alpha Cronbach and its content validity was confirmed by content validity ratio (CVR) and content validity index (CVI). The statistical populations were written and electronic resources and documents from 2000 to 2020 and professionals in educational technology and psychology and educational management in qualitative and quantitative part respectively. The samples were 13 books, 88 articles and 4 theses that chosen and analyzed purposively to determining the components of model. It is chosen 20 professionals in order to validating the model. Based on content analysis, it is collected 4 main components. Also, there were 21 sub-components and70code. After content analysis and coding, the components and sub-components is developed as conceptual and procedural model. The result based on professional’s opinion in internal validating showed that the presented instructional model has internal validity and be effective on teaching to students. Manuscript profile -
Open Access Article
6 - 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
7 - Comparing Cooperative with Individual Flipped Learning in Elementary School Social Studies
Faezeh Azizkhani Fatemeh Jafarkhani Mohamad reza niliThe main purpose of this study is to compare learning levels of cooperative flipped learning with individual one of fifth grade primary students in social studies. The research method is quasi-experimental and the research design is pretest-posttest with a control group MoreThe main purpose of this study is to compare learning levels of cooperative flipped learning with individual one of fifth grade primary students in social studies. The research method is quasi-experimental and the research design is pretest-posttest with a control group. The statistical population included female students studying in the fifth grade of elementary school in Tehran, district 18 in the academic year 1398-99. The statistical sample consisted of 60 students who were randomly selected from a public primary school and participated in three groups of cooperative , individual flipped classes and the normal class for 12 sessions. The researcher-made test data collection tool (pre-test-post-test) was in accordance with Bloom's cognitive levels by confirming the content validity. Descriptive statistics and analysis of covariance were used to analyze the data. Findings from the results showed that flipped learning approach had a significant effect on students' learning and its effect was higher in cooperative and individual flipped groups than the normal method, respectively. However high levels of learning in Bloom's cognitive domain in cooperative flipped group has been greater than the individual one. Manuscript profile
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