Volume 6, Issue 2 (Summer 2023)                   Iranian Journal of Educational Sociology 2023, 6(2): 45-53 | Back to browse issues page


XML Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Soltan Mohammadi Z, Sharifian L, Moradi S, Araghieh A. (2023). Identifying the Dimensions and Components of Education based on Flipped Learning in Elementary School. Iranian Journal of Educational Sociology. 6(2), 45-53. doi:10.61186/ijes.6.2.45
URL: http://iase-idje.ir/article-1-1277-en.html
1- PhD student, Department of Educational Management, Islamshahr Branch, Islamic Azad University, Islamshahr, Iran
2- Assistant Professor, Department of Educational Sciences, Islamshahr Branch, Islamic Azad University, Islamshahr, Iran
3- Professor, Department of Educational Sciences, Islamshahr Branch, Islamic Azad University, Islamshahr, Iran
Abstract:   (905 Views)
Purpose: Students' learning style is one of the important factors that help teachers to prepare conditions for students' learning. So, the aim of this research was to identify the dimensions and components of education based on flipped learning in elementary school.
Methodology: This study was applied in terms of purpose and descriptive in terms of qualitative type. The research community were experts in the fields of elementary education, curriculum planning and educational management. Sampling was done with targeted and snowball sampling methods and continued until the research reached theoretical saturation, i.e. 19 people. The research tool was a semi-structured interview with experts, whose validity was confirmed by the triangulation method, and its reliability was calculated by the method of the agreement coefficient between two coders of 0.88, and the data analysis was done by thematic analysis method in MAXQDA-12 software.
Findings: The findings indicated that education based on flipped learning in elementary school has 45 indicators, 9 components and 3 dimensions of input (with 3 components of equipment, learner and teacher), teaching and learning process (with 3 components of learner preparation, teacher preparation) , learning activities and interaction) and output (with 2 components of implicit results and objective results). Finally, according to the identified dimensions and components, a teaching model based on flipped learning was designed in the elementary school.
Conclusion: The results of this study indicated that in order to improve education based on flipped learning, the dimensions and components identified for it should be given special attention and the ground for their improvement and promotion should be provided.
Full-Text [PDF 403 kb]   (237 Downloads)    
Type of Study: Research Article | Subject: Special
Received: 2023/03/2 | Accepted: 2023/05/31 | Published: 2023/09/1

References
1. Ahmadi L. (2022). Analyzing teachers' concerns about virtual secondary education (A phenomenological study). New Approach in Educational Sciences. 4(1): 35-41. [Persian]
2. Ali-Ismaili A, Hosseini Darounkolaei SZ, Goran Orimi A. (2021). Flipped learning process in Mazandaran University of Medical Sciences: A grounded theory study. Journal of Mazandaran University of Medical Sciences. 31(199): 144-155. [Persian]
3. Alipour M, Ghasemi SA. (2022). Educational and behavioral consequences of flipped classroom learning: A phenomenological study. Journal of Teacher's Professional Development. 7(3): 77-93. [Persian]
4. Atashi M, Minaian A, Gharibpour AM, Irajpour M. (2021). Corona virus outbreak, Turn threats into opportunities in the field of information technology by turning to e-learning. Applied Research in Engineering. 4(12): 37-47. [Persian]
5. Chatziralli I, Ventura CV, Touhami S, Reynolds R, Nassisi M, Weinberg T, et al. (2021). Transforming ophthalmic education into virtual learning during COVID-19 pandemic: a global perspective. Eye. 35(5): 1459-1466. [DOI:10.1038/s41433-020-1080-0] [PMID] []
6. Ehteshami MR, Golzari Z, Fathi Vernosfadrani L. (2021). Identifying and validating the main components of professional development courses for faculty members of Farhangian University with a flipped learning approach: Meta-composition and interview. Iranian Association of Sociology of Education. 8(2): 13-26. [Persian]
7. Gonzalez-Calvo G, Barba-Martin RA, Bores-Garcia D, Hortiguela-Alcala D. (2021). The (virtual) teaching of physical education in times of pandemic. European Physical Education Review. 28(1): 205-224. [DOI:10.1177/1356336X211031533]
8. Haji J, Mohammadi Mehr M, Mohammadi Azar H. (2021). Representing the problems of cyberspace education using the happy program in the Corona pandemic: A phenomenological study. Journal of Information and Communication Technology in Educational Sciences. 11(3): 153-174. [Persian]
9. Kaviani H, Liaghatdar MJ, Zamani BE, Abedini Y. (2018). Research synthesis of the educational outputs of the flipped classroom in teaching and learning activities. Teaching of Education Journal. 12(2): 145-166. [Persian]
10. Koh JHL. (2019). Four pedagogical dimensions for understanding flipped classroom practices in higher education: A systematic review. Educational Sciences: Theory & Practice. 19(4): 14-33. [DOI:10.12738/estp.2019.4.002]
11. Jaladati S, Bahrami M, Hojatansari Z, Shoshtarirezvani M. (2021). The relationship between job stress and pray in nursing students. New Approach in Educational Sciences. 3(1): 26-31. [Persian] [DOI:10.4103/ijnmr.IJNMR_389_20] [PMID] []
12. Johnny S, Michael N, Rahimi P. (2020). The effectiveness of cognitive-behavioral therapy via the Internet on reducing coronary anxiety in health care workers in Parsabad. Journal of Information and Communication Technology in Educational Sciences. 10(4): 129-145.
13. Kaini S, Motie LZ. (2021). Virtual vs online: Insight from medical students. Comment on effectiveness of virtual medical teaching during the COVID-19 crisis: Systematic review. Medical Education. 7(2): e27020. [DOI:10.2196/27020] [PMID] []
14. Pourghfar L, Jafarzadeh Dashbalagh H. (2021). Virtual education - parent / student communication. New Achievements in Humanities Studies. 4(37): 58-64. [Persian]
15. Scott E, Rodriguez G, Soria A, Campo M. (2014). Are learning styles useful indicators to discover how students use Scrum for the first time? Computers in Human Behavior. 36: 56-64. [DOI:10.1016/j.chb.2014.03.027]
16. Sointu E, Hyypia M, Lambert MC, Hirsto L, Saarelainen M, Valtonen T. (2023). Preliminary evidence of key factors in successful flipping: Predicting positive student experiences in flipped classrooms. Higher Education. 85: 503-520. [DOI:10.1007/s10734-022-00848-2] [PMID] []
17. Tafarojei A, Yousefi F. (2021). Relation of emotional intelligence to subjective vitality: mediating role of self-compassion. Journal of Psychological Sciences. 20(98): 283-294. [Persian]
18. Tan AL, Liang JC, Tsai CC. (2021). Relationship among high school students' science academic hardiness, conceptions of learning science and science learning self-efficacy in Singapore. International Journal of Science and Mathematics Education. 19(2): 313-332. [DOI:10.1007/s10763-019-10040-1]
19. Yaghoubi H, Vaghef L. (2020). The common and unique role of maladaptive cognitive emotion regulation strategies in predicting emotional problems of nursing students. Journal of Psychological Sciences. 19(90): 715-722. [Persian]

Add your comments about this article : Your username or Email:
CAPTCHA

Send email to the article author


Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

© 2024 CC BY-NC 4.0 | Iranian journal of educational sociology

Designed & Developed by : Yektaweb