چالش‌های یادگیری معکوس: تحلیل محتوای کیفی
محورهای موضوعی : یادگیری
حافظ صاحب یار
1
,
رامین حبیبی کلیبر
2
,
جواد مصرآبادی
3
,
ابوالفضل فرید
4
1 - دانشجوی دکتری روان شناسی تربیتی، دانشکده علوم تربیتی و روان شناسی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران.
2 - استاد روانشناسی تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران.
3 - استاد روانشناسی تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران.
4 - دانشیار روانشناسی تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران.
کلید واژه: چالش‌ها, موانع, تحلیل محتوای کیفی, یادگیری معکوس,
چکیده مقاله :
طی دهه های اخیر، با پیشرفت سریع فناوری موبایل، ظهور سایت‌های وب 2.0 و گسترش شبکه‌های اجتماعی و از طرف دیگر همه گیری کووید-19، نظام های آموزشی را به سمت آموزش مجازی و مدل های ترکیبی مثل یادگیری معکوس هدایت کرده اند. پژوهش حاضر با هدف شناسایی و طبقه بندی چالش‌های اجرایی یادگیری معکوس انجام شده است. روش پژوهش، کیفی و از نوع تحلیل محتوای استقرایی بوده و از مصاحبه نیمه ساختاریافته و مرورنظام مندِ مقالات فارسی و انگلیسی مستخرج از بانک های اطلاعاتی داخلی(نور مگز، بانک اطلاعاتی نشریات ایران و پایگاه علمی جهاد دانشگاهی) و خارجی (SCOPUS, ProQuest, Wiley, PubMed, Springer, Elsevier, Google scholar) با استفاده از کلیدواژه های "یادگیری معکوس"، "آموزش معکوس "، "کلاس معکوس، "چالش" و "موانع" به همراه معادل انگلیسی آن ها در بازه زمانی 1401-1395 و 2022-2013 استفاده شد. نتیجه جست وجوی اولیه، در مجموع تعداد 1113 مقاله شد. پس از اعمال ملاک های ورود و خروج در مجموع 100 مقاله( 28 مقاله فارسی و 72 مقاله انگلیسی) برای تحلیل انتخاب شدند. نتایج نشان می دهند چالش‌های اجرایی یادگیری معکوس را می توان در 8 طبقه شناسایی کرد. چالش‌های مرتبط با: فرد یادگیرنده؛ معلم و مدرسه؛ محتو؛ آموزش؛ خانواده؛ مدیریتی و عملیاتی؛ اخلاقی و امنیتی؛ فنی و تکنولوژیکی. با توجه به علاقه معلمان و محققان به یادگیری معکوس و تأثیرات ناشی از ویروس کووید-19 ضروری بود شکاف ها و چالش‌های اجرایی یادگیری معکوس مورد بررسی، شناسایی و طبقه بندی گردد تا آگاهی و اطلاعات محققان و مربیان بیشتر؛ و زمینه ی ارایه راهکارهای بهبود و ارتقا این مدل؛ و از سوی دیگر راهنمای عمل، آمادگی و امکان برنامه ریزی بهتر برای اجرا و کاربرد اثربخش آن فراهم شود.
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
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.
موسوی، سولماز؛ غلامنژاد، حانیه؛ حسنشیری، فاطمه؛ غفرانی، فاطمه؛ رئوفی، شهین.(1401). چالش‌های آموزش مجازی در دوران پاندمی کووید-19: یک پژوهش کیفی. نشریه پرستاری ایران. ۳۵ (135)، 105-94.
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.
Akçayır, M., & Akçayır, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20, 1–11.
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.
Chen, L., Chen, T.-L., & Chen, N.-S. (2015). Students' perspectives of using cooperative learning in a ffipped statistics classroom. Australasian Journal of Educational Technology, 31(6): 621–640.
Chen, Y., Wang, Y., Kinshuk, & Chen, N.-S. (2014). Is FLIP enough? Or should we use the FLIPPED model instead? Computers & Education, 79, 16–27.
Clark, K. R. (2015). The effects of the flipped model of instruction on student engagement and performance in the secondary mathematics classroom. Journal Education Online, 12(1): 91–115.
Creswell, j.w. (2007). Qualitative inquiry and research design. London: sage Publishing.
Cummins, S., Beresford, A. R., & Rice, A. (2016). Investigating engagement with in-video quiz questions in a programming course. IEEE Transactions on Learning Technologies, 9(1): 57–66.
Delavar, A. (2018). Research Methods in Psychology and Educational Sciences. Tehran: Virayesh Publications [In Persian].
Dhawan, S. (2020). Online Learning: A Panacea in the Time of COVID-19 Crisis. Journal of Educational Technology Systems, 49(1): 5–22. https://doi.org/10.1177/0047239520934018
Fautch, J. M. (2015). The ffipped classroom for teaching organic chemistry in small classes: Is it effective? Chemistry Education: Research and Practice, 16(1): 179–186.
Fauzi, S. S.M., & Raja M. R. H. (2016). Designing Instruction for Active and Reflective Learners in the Flipped Classroom. Malaysian Journal of Learning and Instruction, 13 (2):147–173. doi:10.32890/mjli2016.13.2.6.
Gartali, A., Rezaei Zadeh, M., & Alamolhoda, G. (2020). Identifying barriers to using flipped class in Iranian higher education. Journal of Research in Teaching, 8(4): 212-230[In Persian].
Giannakos, M., Krogstie, J., & Sampson, D. (2018). Putting Flipped Classroom into Practice: A Comprehensive Review of Empirical Research. 10.1007/978-3-319-73417-0_2.
Giuliano, C., & Moser, L. R. (2016). Evaluation of a Flipped Drug Literature Evaluation Course. American journal of pharmaceutical education. 80(4): 66. DOI: 10.5688/ajpe80466.
Grypp L, Luebeck J. (2015). Rotating solids and flipping instruction. Math Teach. 109(3): 186–93
Guba, E. G., & Lincoln, Y. S. (2005). Paradigmatic controversies, contradictions, and emerging confluences. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (3rd ed., pp. 191-215). Thousand Oaks, CA: Sage.
Guo, PJ., Kim, J., & Rubin, R. (2014). How video production affects student engagement: an empirical study of MOOC videos. In: Proceedings of the first ACM conference on learning@ scale conference. New York: ACM. p. 41–50.
Hammersley, M. (2002). Educational research, policymaking, and practice. London: Paul Chapman Publishing.
Hardin, B. L., & Koppenhaver, D. A. (2016). Flipped professional development: An innovation in response to teacher insights. Journal of Adolescent & Adult Literacy. 60(1): 45–54.
Hayırsever, F., & Orhan, A. (2018). Theoretical analysis of the flipped learning model. Mersin University Journal of Education Faculty, 14(2): 572–596. https://doi.org/10.17860/mersinefd.431745
He, W., Holton, A., Farkas, G., & Warschauer, M. (2016). The effects of ffipped instruction on out-of-class study time, exam performance, and student perceptions. Learning and Instruction, 45, 61–71.
Howitt, C., and Pegrum, M. (2015). Implementing a flipped classroom approach in postgraduate education: An unexpected journey into pedagogical redesign. Australasian Journal of Educational Technology, 31(4): 458–469.
Hsia, L., Lin, Y., & Hwang, G. (2021). A creative problem solving-based flipped learning strategy for promoting students’ performing creativity, skills and tendencies of creative thinking and collaboration. British Journal of Educational Technology, 52, 1771-1787. https://doi.org/10.1111/bjet.13073
Hu, R., Gao, H., Ye, Y., Ni, Z., Jiang, N., & Jiang, X. (2018). Effectiveness of flipped classrooms in Chinese baccalaureate nursing education: A meta-analysis of randomized controlled trials. International Journal of Nursing Studies. 79, 94–103. doi:10.1016/j.ijnurstu.2017.11.012
Hung, H.-T. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1); 81–96.
Hwang, G.-J., Lai, C.-L., & Wang, S.-Y. (2015). Seamless flipped learning: a mobile technology enhanced flipped classroom with effective learning strategies. Journal of Computers in Education, 2(4): 449-473.
Hwang, G-J., Chang, S-C., Song Y., Hsieh, M-C. (2021). Powering up flipped learning: An online learning environment with a concept mapâ-guided problem-posing strategy. Journal of Computer Assisted Learning, 37(2), 429-445. doi:10.1111/jcal.12499.
Jensen, J. L., Kummer, T. A., & Godoy, P. D. D. M. (2015). Improvements from a ffipped classroom may simply be the fruits of active learning. CBE-Life Sciences Education, 14, 1–12.
Karabulut-Ilgu, A., Jaramillo Cherrez, N., & Jahren, C. T. (2018). A Systematic Review of Research on the Flipped Learning Method in Engineering Education. British Journal of Educational Technology, 49, 398-411. https://doi.org/10.1111/bjet.12548
Kettle, M. (2013). Flipped physics. Physics Education, 48(5): 593–596.
Khastar, H. (2004). Provide a method for calculating the reliability of coding stage in research interviews. Journal of Methodology of Social Sciences and Humanities, 10(58): 151-174 [In Persian].
Kim, M. K., Kim, S. M., Khera, O., & Getman, J. (2014). The experience of three flipped classrooms in an urban university: an exploration of design principles. The Internet and Higher Education, 22, 37-50.
Kirvan, R., Rakes, C. R., & Zamora, R. (2015). Flipping an algebra classroom: analyzing, modeling, and solving systems of linear equations. Computers in the Schools, 32(3-4): 201–223.
Lin, H. C., & Hwang, G. J. (2019). Research trends of flipped classroom studies for medical courses: A review of journal publications from 2008 to 2017 based on the technology-enhanced learning model. Interactive Learning Environments, 27(8): 1011–1027. doi:10.1080/10494820.2018.1467462.
Lo, C. K., & Hew, K. F. (2017). A critical review of flipped classroom challenges in K-12 education: Possible solutions and recommendations for future research. Research and practice in technology enhanced learning, 12(1): 1-22.
Lo, CK., & Hew KF. (2021). Developing a flipped learning approach to support student engagement: A designbased research of secondary school mathematics teaching. Journal of Computer Assisted Learning, 34(1): 142–157. https://doi.org/10.1111/ jcal.12474
López Núñez, Juan A., Jesús López Belmonte, Antonio J. Moreno Guerrero, and Santiago Pozo Sánchez)2020(. "Effectiveness of Innovate Educational Practices with Flipped Learning and Remote Sensing in Earth and Environmental Sciences—An Exploratory Case Study". Remote Sensing, 12(5): 897. https://doi.org/10.3390/rs12050897.
Lundin, M., Rensfeldt, A. B., Hillman, T., Lantz-Andersson, A., & Peterson, L. (2018). Higher education dominance and siloed knowledge: A systematic review of flipped classroom research. International Journal of Educational Technology in Higher Education, 15(1): 30. doi:10.1186/s41239-018-0101-6.
Maruyama, T., & Kurosaki, T. (2021). Do remedial activities using math workbooks improve student learning? Empirical evidence from scaled-up interventions in Niger, World Development, 148. https://doi.org/10.1016/j.worlddev.
Mason, G. S., Shuman, T. R., & Cook, K. E. (2013). Comparing the effectiveness of an inverted classroom to a traditional classroom in an upper-division engineering course. IEEE Transactions on Education, 56(4): 430–435.
Mayer, R. E. (2014). The Cambridge handbook of multimedia learning. New York: Cambridge University Press.
Meltem, Eryilmaz & Ceyhan, Cigdemoglu. (2018). Individual flipped learning and cooperative flipped learning: their effects on students’ performance, social, and computer anxiety, Interactive Learning Environments, DOI: 10.1080/10494820.2018.1522652
Moosavi, S., Gholamnejad, H., Hassan Shiri, F., Ghofrani, F., & Raoufi, S. (2022). Challenges of Virtual Education During the Pandemic of COVID-19: A Qualitative Research. Iran Journal of Nursing, 35(135): 94-105[In Persian].
Moraros, J., Islam, A., Yu, S., Banow, R., & Schindelka, B. (2015). Flipping for success: Evaluating the effectiveness of a novel teaching approach in a graduate level setting. BMC Medical Education, 15(27):1–10.
Murphy, J., Chang, J.-M., & Suaray, K. (2016). Student performance and attitudes in a collaborative and flipped linear algebra course. International Journal of Mathematical Education in Science and Technology, 47, 653–673. doi:10.1080/0020739X.2015.1102979
Myung, K. L; & Bu K.P. (2018). Effects of Flipped Learning Using Online Materials in a Surgical Nursing Practicum: A Pilot Stratified Group-Randomized Trial. Healthcare Informatics Research, 24(1): 69-78.
Ökmen, B., & Kılıç, A. (2021). Developing the instructional process in the layered flipped learning model for secondary school English courses. Educational Research for Policy and Practice. doi:10.1007/s10671-021-09297-7
Orhan, A. (2019). The Effect of Flipped Learning on Students’ Academic Achievement: A Meta-Analysis Study. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 48(1): 368-396.
Petticrew, M., & Roberts, H. (2006). Systematic reviews in the social sciences. Oxford, UK: Blackwell Publishing Ltd.
PRISMA. (2021). PRISMA: transparent reporting of systematic reviews and meta-analyses. Available from: [Accessed 18th August 2021].
Safford, K., & Stinton, J. (2016). Barriers to blended digital distance vocational learning for non-traditional students. British Educational Research Association, 47(1): 135-150.
Sahebyar, H. (2019). Study of The effectiveness of flipped learning on reflective thinking of second grade high school students in Math. Master's thesis of Azarbaijan Shahid Madani University [In Persian].
Sarmad, Z., Bazargan, A., & Hejazi, E. (2020). Research Methods in Behavioral Sciences. Aghah Publications [In Persian].
Sayeski, K. L., Hamilton-Jones, B., & Oh, S. (2015). The efficacy of IRIS STAR legacy modules under different instructional conditions. Teacher Education and Special Education, 38(4): 291-305.
Schultz D, Duffield S, Rasmussen SC, Wageman J. (2014). Effects of the flipped classroom model on student performance for advanced placement high school chemistry students. Journal of Chemical Education. 91(9): 1334-1339.
See, S., & Conry, J. M. (2014). Flip My Class! A faculty development demonstration of a flippedclassroom. Currents in Pharmacy. Teaching & Learning, 6(4): 585-588.
Shahin, Mehmet. (2009). Instructional design principles for 21st century learning skills. Procedia - Social and Behavioral Sciences. 1(1): 1464-1468. 10.1016/j.sbspro.2009.01.258.
Shaw, R., & Patra, B.KR. (2022). Classifying students based on cognitive state in flipped learning pedagogy. Future Generation Computer Systems, 126, 305-317.
Shnai, Iuliia. (2017). Systematic Review of Challenges and Gaps in Flipped Classroom Implementation: Toward Future Model Enhancement. 16th European Conference on eLearning. October 2017, 484-490.
Shnai, Iuliia. (2017). Systematic Review of Challenges and Gaps in Flipped Classroom Implementation: Toward Future Model Enhancement. onference: 16th European Conference on eLearning. October 2017.
Smith, J. D. (2013). Student attitudes toward ffipping the general chemistry classroom. Chemistry Education: Research and Practice, 14(4): 607–614.
Snyder, C., Paska, L. M., & Besozzi, D. (2014). Cast from the past: using screencasting in the social studies classroom. The Social Studies, 105(6), 310–314.
Spanjers, I. A. E., Könings, K. D., Leppink, J., Verstegen, D. M. L., de Jong, N., Czabanowska, K., & van Merrienboer, J. J. G. (2015). The promised land of blended learning: Quizzes as a moderator. Educational Research Review, 15, 59–74. https://doi.org/10.1016/j.edurev.2015.05.001
Strayer, J. F. (2012). How Learning in an Inverted Classroom Influences Cooperation, Innovation and Task Orientation. Learning Environments Research, 15, 171-193.http://dx.doi.org/10.1007/s10984-012-9108-4
Tang, T., Abuhmaid, A. M., Olaimat, M., Oudat, D. M., Aldhaeebi, M., & Bamanger, E. (2020). Efficiency of Flipped Classroom with Online-Based Teaching under COVID-19. Interactive Learning Environments, 1-12.
https://doi.org/10.1080/10494820.2020.1817761
Tondeur J, Braak JV, Sang G, Voogt J, Fisser P, Ottenbreit Leftwich A. (2012). Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence. Computers & Education. 59(1): 134-144
Uprichard, K. (2020). E-learning in a new era: enablers and barriers to its implementation in nursing. British Journal of Community Nursing, 25(6): https://doi.org/10.12968/bjcn.2020.25.6.272
van Alten, D. C. D., Phielix, C., Janssen, J., & Kester, L. (2019). Effects of flipping the classroom on learning outcomes and satisfaction: A metaanalysis. Educational Research Review, 28, 100281.
Van Merriënboer, J. J. G. & Kester, L. (2005). The four-component instructional design model: Multimedia principles in environments for complex learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning. New York: Cambridge University Press, pp. 71-93.
Van Sickle, J. (2015). Adventures in flipping college algebra. Primus, 25(8): 600-613.
Wanner, T., & Palmer, E. (2015). Personalising learning: Exploring student and teacher perceptions about ffexible learning and assessment in a ffipped university course. Computers & Education, 88, 354–369.
Weaver, G. C., & Sturtevant, H. G. (2015). Design, implementation, and evaluation of a ffipped format general chemistry course. Journal of Chemical Education, 92(9): 1437–1448.
Whillier, S., & Lystad, R. P. (2015). No differences in grades or level of satisfaction in a flipped classroom for neuroanatomy. Journal of Chiropractic Education, 29(2): 127–133. https://doi.org/10.7899/JCE-14
Whitman Cobb, W. N. (2016). Turning the Classroom Upside Down: Experimenting with the Flipped Classroom in American Government. Journal of Political Science Education, 12(1): 1–14. http://dx.doi.org/ 10.1080/15512169.2015.1063437.
WHO. (2020). Coronavirus disease (COVID-19) pandemic. Retrieved 10, June, 2020 from https://www.who.int/ emergencies/diseases/novel-coronavirus-2019.
Xin-Dong Ye, Yi-Hsin Chang & Chiu-Lin Lai (2019) An interactive problem-posing guiding approach to bridging and facilitating pre- and in-class learning for flipped classrooms, Interactive Learning Environments, 27(8): 1075-1092, DOI: 10.1080/10494820.2018.1495651
Yıldırım, Yakar, Z. (2021). The Effect of Flipped Learning Model on Primary and Secondary School Students' Mathematics Achievement: A Meta-Analysis Study. Cukurova University Faculty of Education Journal. 50(2): 1329-1366. 10.14812/cuefd.865337.
Zainuddin, Z., & Attaran, M. (2016). Malaysian students' perceptions of ffipped classroom: A case study. Innovations in Education & Teaching International, 53(6): 660–670.
Zainuddin, Z., & Halili, S. H. (2016). Flipped classroom research and trends from different ffelds of study. International Review of Research in Open and Distance Learning, 17(3): 313–340.
_||_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.
موسوی، سولماز؛ غلامنژاد، حانیه؛ حسنشیری، فاطمه؛ غفرانی، فاطمه؛ رئوفی، شهین.(1401). چالش‌های آموزش مجازی در دوران پاندمی کووید-19: یک پژوهش کیفی. نشریه پرستاری ایران. ۳۵ (135)، 105-94.
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.
Akçayır, M., & Akçayır, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20, 1–11.
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.
Chen, L., Chen, T.-L., & Chen, N.-S. (2015). Students' perspectives of using cooperative learning in a ffipped statistics classroom. Australasian Journal of Educational Technology, 31(6): 621–640.
Chen, Y., Wang, Y., Kinshuk, & Chen, N.-S. (2014). Is FLIP enough? Or should we use the FLIPPED model instead? Computers & Education, 79, 16–27.
Clark, K. R. (2015). The effects of the flipped model of instruction on student engagement and performance in the secondary mathematics classroom. Journal Education Online, 12(1): 91–115.
Creswell, j.w. (2007). Qualitative inquiry and research design. London: sage Publishing.
Cummins, S., Beresford, A. R., & Rice, A. (2016). Investigating engagement with in-video quiz questions in a programming course. IEEE Transactions on Learning Technologies, 9(1): 57–66.
Delavar, A. (2018). Research Methods in Psychology and Educational Sciences. Tehran: Virayesh Publications [In Persian].
Dhawan, S. (2020). Online Learning: A Panacea in the Time of COVID-19 Crisis. Journal of Educational Technology Systems, 49(1): 5–22. https://doi.org/10.1177/0047239520934018
Fautch, J. M. (2015). The ffipped classroom for teaching organic chemistry in small classes: Is it effective? Chemistry Education: Research and Practice, 16(1): 179–186.
Fauzi, S. S.M., & Raja M. R. H. (2016). Designing Instruction for Active and Reflective Learners in the Flipped Classroom. Malaysian Journal of Learning and Instruction, 13 (2):147–173. doi:10.32890/mjli2016.13.2.6.
Gartali, A., Rezaei Zadeh, M., & Alamolhoda, G. (2020). Identifying barriers to using flipped class in Iranian higher education. Journal of Research in Teaching, 8(4): 212-230[In Persian].
Giannakos, M., Krogstie, J., & Sampson, D. (2018). Putting Flipped Classroom into Practice: A Comprehensive Review of Empirical Research. 10.1007/978-3-319-73417-0_2.
Giuliano, C., & Moser, L. R. (2016). Evaluation of a Flipped Drug Literature Evaluation Course. American journal of pharmaceutical education. 80(4): 66. DOI: 10.5688/ajpe80466.
Grypp L, Luebeck J. (2015). Rotating solids and flipping instruction. Math Teach. 109(3): 186–93
Guba, E. G., & Lincoln, Y. S. (2005). Paradigmatic controversies, contradictions, and emerging confluences. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (3rd ed., pp. 191-215). Thousand Oaks, CA: Sage.
Guo, PJ., Kim, J., & Rubin, R. (2014). How video production affects student engagement: an empirical study of MOOC videos. In: Proceedings of the first ACM conference on learning@ scale conference. New York: ACM. p. 41–50.
Hammersley, M. (2002). Educational research, policymaking, and practice. London: Paul Chapman Publishing.
Hardin, B. L., & Koppenhaver, D. A. (2016). Flipped professional development: An innovation in response to teacher insights. Journal of Adolescent & Adult Literacy. 60(1): 45–54.
Hayırsever, F., & Orhan, A. (2018). Theoretical analysis of the flipped learning model. Mersin University Journal of Education Faculty, 14(2): 572–596. https://doi.org/10.17860/mersinefd.431745
He, W., Holton, A., Farkas, G., & Warschauer, M. (2016). The effects of ffipped instruction on out-of-class study time, exam performance, and student perceptions. Learning and Instruction, 45, 61–71.
Howitt, C., and Pegrum, M. (2015). Implementing a flipped classroom approach in postgraduate education: An unexpected journey into pedagogical redesign. Australasian Journal of Educational Technology, 31(4): 458–469.
Hsia, L., Lin, Y., & Hwang, G. (2021). A creative problem solving-based flipped learning strategy for promoting students’ performing creativity, skills and tendencies of creative thinking and collaboration. British Journal of Educational Technology, 52, 1771-1787. https://doi.org/10.1111/bjet.13073
Hu, R., Gao, H., Ye, Y., Ni, Z., Jiang, N., & Jiang, X. (2018). Effectiveness of flipped classrooms in Chinese baccalaureate nursing education: A meta-analysis of randomized controlled trials. International Journal of Nursing Studies. 79, 94–103. doi:10.1016/j.ijnurstu.2017.11.012
Hung, H.-T. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1); 81–96.
Hwang, G.-J., Lai, C.-L., & Wang, S.-Y. (2015). Seamless flipped learning: a mobile technology enhanced flipped classroom with effective learning strategies. Journal of Computers in Education, 2(4): 449-473.
Hwang, G-J., Chang, S-C., Song Y., Hsieh, M-C. (2021). Powering up flipped learning: An online learning environment with a concept mapâ-guided problem-posing strategy. Journal of Computer Assisted Learning, 37(2), 429-445. doi:10.1111/jcal.12499.
Jensen, J. L., Kummer, T. A., & Godoy, P. D. D. M. (2015). Improvements from a ffipped classroom may simply be the fruits of active learning. CBE-Life Sciences Education, 14, 1–12.
Karabulut-Ilgu, A., Jaramillo Cherrez, N., & Jahren, C. T. (2018). A Systematic Review of Research on the Flipped Learning Method in Engineering Education. British Journal of Educational Technology, 49, 398-411. https://doi.org/10.1111/bjet.12548
Kettle, M. (2013). Flipped physics. Physics Education, 48(5): 593–596.
Khastar, H. (2004). Provide a method for calculating the reliability of coding stage in research interviews. Journal of Methodology of Social Sciences and Humanities, 10(58): 151-174 [In Persian].
Kim, M. K., Kim, S. M., Khera, O., & Getman, J. (2014). The experience of three flipped classrooms in an urban university: an exploration of design principles. The Internet and Higher Education, 22, 37-50.
Kirvan, R., Rakes, C. R., & Zamora, R. (2015). Flipping an algebra classroom: analyzing, modeling, and solving systems of linear equations. Computers in the Schools, 32(3-4): 201–223.
Lin, H. C., & Hwang, G. J. (2019). Research trends of flipped classroom studies for medical courses: A review of journal publications from 2008 to 2017 based on the technology-enhanced learning model. Interactive Learning Environments, 27(8): 1011–1027. doi:10.1080/10494820.2018.1467462.
Lo, C. K., & Hew, K. F. (2017). A critical review of flipped classroom challenges in K-12 education: Possible solutions and recommendations for future research. Research and practice in technology enhanced learning, 12(1): 1-22.
Lo, CK., & Hew KF. (2021). Developing a flipped learning approach to support student engagement: A designbased research of secondary school mathematics teaching. Journal of Computer Assisted Learning, 34(1): 142–157. https://doi.org/10.1111/ jcal.12474
López Núñez, Juan A., Jesús López Belmonte, Antonio J. Moreno Guerrero, and Santiago Pozo Sánchez)2020(. "Effectiveness of Innovate Educational Practices with Flipped Learning and Remote Sensing in Earth and Environmental Sciences—An Exploratory Case Study". Remote Sensing, 12(5): 897. https://doi.org/10.3390/rs12050897.
Lundin, M., Rensfeldt, A. B., Hillman, T., Lantz-Andersson, A., & Peterson, L. (2018). Higher education dominance and siloed knowledge: A systematic review of flipped classroom research. International Journal of Educational Technology in Higher Education, 15(1): 30. doi:10.1186/s41239-018-0101-6.
Maruyama, T., & Kurosaki, T. (2021). Do remedial activities using math workbooks improve student learning? Empirical evidence from scaled-up interventions in Niger, World Development, 148. https://doi.org/10.1016/j.worlddev.
Mason, G. S., Shuman, T. R., & Cook, K. E. (2013). Comparing the effectiveness of an inverted classroom to a traditional classroom in an upper-division engineering course. IEEE Transactions on Education, 56(4): 430–435.
Mayer, R. E. (2014). The Cambridge handbook of multimedia learning. New York: Cambridge University Press.
Meltem, Eryilmaz & Ceyhan, Cigdemoglu. (2018). Individual flipped learning and cooperative flipped learning: their effects on students’ performance, social, and computer anxiety, Interactive Learning Environments, DOI: 10.1080/10494820.2018.1522652
Moosavi, S., Gholamnejad, H., Hassan Shiri, F., Ghofrani, F., & Raoufi, S. (2022). Challenges of Virtual Education During the Pandemic of COVID-19: A Qualitative Research. Iran Journal of Nursing, 35(135): 94-105[In Persian].
Moraros, J., Islam, A., Yu, S., Banow, R., & Schindelka, B. (2015). Flipping for success: Evaluating the effectiveness of a novel teaching approach in a graduate level setting. BMC Medical Education, 15(27):1–10.
Murphy, J., Chang, J.-M., & Suaray, K. (2016). Student performance and attitudes in a collaborative and flipped linear algebra course. International Journal of Mathematical Education in Science and Technology, 47, 653–673. doi:10.1080/0020739X.2015.1102979
Myung, K. L; & Bu K.P. (2018). Effects of Flipped Learning Using Online Materials in a Surgical Nursing Practicum: A Pilot Stratified Group-Randomized Trial. Healthcare Informatics Research, 24(1): 69-78.
Ökmen, B., & Kılıç, A. (2021). Developing the instructional process in the layered flipped learning model for secondary school English courses. Educational Research for Policy and Practice. doi:10.1007/s10671-021-09297-7
Orhan, A. (2019). The Effect of Flipped Learning on Students’ Academic Achievement: A Meta-Analysis Study. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 48(1): 368-396.
Petticrew, M., & Roberts, H. (2006). Systematic reviews in the social sciences. Oxford, UK: Blackwell Publishing Ltd.
PRISMA. (2021). PRISMA: transparent reporting of systematic reviews and meta-analyses. Available from: [Accessed 18th August 2021].
Safford, K., & Stinton, J. (2016). Barriers to blended digital distance vocational learning for non-traditional students. British Educational Research Association, 47(1): 135-150.
Sahebyar, H. (2019). Study of The effectiveness of flipped learning on reflective thinking of second grade high school students in Math. Master's thesis of Azarbaijan Shahid Madani University [In Persian].
Sarmad, Z., Bazargan, A., & Hejazi, E. (2020). Research Methods in Behavioral Sciences. Aghah Publications [In Persian].
Sayeski, K. L., Hamilton-Jones, B., & Oh, S. (2015). The efficacy of IRIS STAR legacy modules under different instructional conditions. Teacher Education and Special Education, 38(4): 291-305.
Schultz D, Duffield S, Rasmussen SC, Wageman J. (2014). Effects of the flipped classroom model on student performance for advanced placement high school chemistry students. Journal of Chemical Education. 91(9): 1334-1339.
See, S., & Conry, J. M. (2014). Flip My Class! A faculty development demonstration of a flippedclassroom. Currents in Pharmacy. Teaching & Learning, 6(4): 585-588.
Shahin, Mehmet. (2009). Instructional design principles for 21st century learning skills. Procedia - Social and Behavioral Sciences. 1(1): 1464-1468. 10.1016/j.sbspro.2009.01.258.
Shaw, R., & Patra, B.KR. (2022). Classifying students based on cognitive state in flipped learning pedagogy. Future Generation Computer Systems, 126, 305-317.
Shnai, Iuliia. (2017). Systematic Review of Challenges and Gaps in Flipped Classroom Implementation: Toward Future Model Enhancement. 16th European Conference on eLearning. October 2017, 484-490.
Shnai, Iuliia. (2017). Systematic Review of Challenges and Gaps in Flipped Classroom Implementation: Toward Future Model Enhancement. onference: 16th European Conference on eLearning. October 2017.
Smith, J. D. (2013). Student attitudes toward ffipping the general chemistry classroom. Chemistry Education: Research and Practice, 14(4): 607–614.
Snyder, C., Paska, L. M., & Besozzi, D. (2014). Cast from the past: using screencasting in the social studies classroom. The Social Studies, 105(6), 310–314.
Spanjers, I. A. E., Könings, K. D., Leppink, J., Verstegen, D. M. L., de Jong, N., Czabanowska, K., & van Merrienboer, J. J. G. (2015). The promised land of blended learning: Quizzes as a moderator. Educational Research Review, 15, 59–74. https://doi.org/10.1016/j.edurev.2015.05.001
Strayer, J. F. (2012). How Learning in an Inverted Classroom Influences Cooperation, Innovation and Task Orientation. Learning Environments Research, 15, 171-193.http://dx.doi.org/10.1007/s10984-012-9108-4
Tang, T., Abuhmaid, A. M., Olaimat, M., Oudat, D. M., Aldhaeebi, M., & Bamanger, E. (2020). Efficiency of Flipped Classroom with Online-Based Teaching under COVID-19. Interactive Learning Environments, 1-12.
https://doi.org/10.1080/10494820.2020.1817761
Tondeur J, Braak JV, Sang G, Voogt J, Fisser P, Ottenbreit Leftwich A. (2012). Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence. Computers & Education. 59(1): 134-144
Uprichard, K. (2020). E-learning in a new era: enablers and barriers to its implementation in nursing. British Journal of Community Nursing, 25(6): https://doi.org/10.12968/bjcn.2020.25.6.272
van Alten, D. C. D., Phielix, C., Janssen, J., & Kester, L. (2019). Effects of flipping the classroom on learning outcomes and satisfaction: A metaanalysis. Educational Research Review, 28, 100281.
Van Merriënboer, J. J. G. & Kester, L. (2005). The four-component instructional design model: Multimedia principles in environments for complex learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning. New York: Cambridge University Press, pp. 71-93.
Van Sickle, J. (2015). Adventures in flipping college algebra. Primus, 25(8): 600-613.
Wanner, T., & Palmer, E. (2015). Personalising learning: Exploring student and teacher perceptions about ffexible learning and assessment in a ffipped university course. Computers & Education, 88, 354–369.
Weaver, G. C., & Sturtevant, H. G. (2015). Design, implementation, and evaluation of a ffipped format general chemistry course. Journal of Chemical Education, 92(9): 1437–1448.
Whillier, S., & Lystad, R. P. (2015). No differences in grades or level of satisfaction in a flipped classroom for neuroanatomy. Journal of Chiropractic Education, 29(2): 127–133. https://doi.org/10.7899/JCE-14
Whitman Cobb, W. N. (2016). Turning the Classroom Upside Down: Experimenting with the Flipped Classroom in American Government. Journal of Political Science Education, 12(1): 1–14. http://dx.doi.org/ 10.1080/15512169.2015.1063437.
WHO. (2020). Coronavirus disease (COVID-19) pandemic. Retrieved 10, June, 2020 from https://www.who.int/ emergencies/diseases/novel-coronavirus-2019.
Xin-Dong Ye, Yi-Hsin Chang & Chiu-Lin Lai (2019) An interactive problem-posing guiding approach to bridging and facilitating pre- and in-class learning for flipped classrooms, Interactive Learning Environments, 27(8): 1075-1092, DOI: 10.1080/10494820.2018.1495651
Yıldırım, Yakar, Z. (2021). The Effect of Flipped Learning Model on Primary and Secondary School Students' Mathematics Achievement: A Meta-Analysis Study. Cukurova University Faculty of Education Journal. 50(2): 1329-1366. 10.14812/cuefd.865337.
Zainuddin, Z., & Attaran, M. (2016). Malaysian students' perceptions of ffipped classroom: A case study. Innovations in Education & Teaching International, 53(6): 660–670.
Zainuddin, Z., & Halili, S. H. (2016). Flipped classroom research and trends from different ffelds of study. International Review of Research in Open and Distance Learning, 17(3): 313–340.
