Flipped Classes in Iranian Higher Education: With an Emphasis on the Benefits for Learners

Document Type : Research Paper

Authors

1 PhD Student of Shahid Beheshti University Curriculum Planning

2 Assistant Professor, E learning. Higher Education. Faculty of Education and psychology of Shahid Beheshti University, Tehran, Iran

3 Associate Professor. Philosophy of Education. Education Leadership and Development. Faculty of Education and psychology of Shahid Beheshti University, Tehran, Iran

Abstract

The aim of this study was to understand flipped instructors in Iranian higher education, emphasizing its benefits for learners that instructors face when teaching in flipped classes in a public university. In particular, this study listed the best strategies for implementing flipped classrooms. The present study was a qualitative study in terms of purpose and in terms of research method it was considered qualitative based on interpretive paradigm and with inductive approach. The research tool in this study included a semi-structured interview used to collect information. Thirteen professors who had previously taught in flipped were interviewed. The data were analyzed using content analysis method. The peer review was used to increase the reliability and validity of the analysis. The findings of this study showed several benefits related to the use of flipped teaching method in Iranian higher education including: 1) increasing the quality of learning, 2) strengthening high-level thinking and 3) socializing learners. These findings could potentially be used as a guide for educators who want to use the flipped classroom method to improve their students' learning outcomes.

Keywords

References

Ansari Jourabi, Z. and Maheri, S. (2018). Examining the implications of reverse learning in the curriculum and classroom, the first national conference on new findings in the field of teaching and learning. Sirik [in Persian].
Bagheri Mehiari, N., Pourshafi, H. and Rostaminejad, M. A. (2018). Reverse learning and its implications in curriculum elements, the first national conference of new findings in the field of teaching and learning, Sirik [in Persian].
Plano Clark, V. and Creswell, J. W. (2021). Mixed research methods. Tehran: Ayizh Publications [in Persian].
Kaviani H., Liaghat Dar M. J., Zamani B., and Abedini Y. (2017). The theoretical framework of the flipped classroom: Drawing pointers for inclusive learning. Research paper on the basics of education and training, Journal of Mashhad Educational and Psychological Studies, 14, 59-78 [in Persian].
Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1–14. doi: https://doi.org/10.1080/07294360.2014.934336
Torres-Martín, C., Acal, C., El-Homrani, M. et al. Implementation of the flipped classroom and its longitudinal impact on improving academic performance. Education Tech Research Dev (2022). https://doi.org/10.1007/s11423-022-10095-y
Busebaia, T. J. A., & John, B. (2020). Can flipped classroom enhance class engagement and academic performance among undergraduate pediatric nursing students? A mixed-methods study. RPTEL. https://doi.org/10.1186/s41039-020-0124-1
Strelan, P., Osborn, A., & Palmer, E. (2020). The flipped classroom: A meta-analysis of effects on student performance across disciplines and education levels. Educational Research Review, 30, 100314. https://doi.org/10.1016/j.edurev.2020.100314
Torres, C. (2019). Flipped classroom: A story of professional life. Education and Society, 17(2), 84–105.
Wong, S. L., & Wong, S. L. (2019). Relationship between interest and mathematics performance in a technology-enhanced learning context in Malaysia. Research and Practice in Technology Enhanced Learning, 14(21), 1–13. https://doi.org/10.1186/s41039-019-0114-3
Gómez, A., Vidaurre, A., Tort, I., Molina, J., Serrano, M. A., Meseguer, J. M., Martínez, R. M., Quiles, S., & Riera, J. (2020). Effectiveness of flip teaching on engineering students’ performance in the physics lab. Computers & Education, 144, 103708. https://doi.org/10.1016/j.compedu.2019.103708
Hwang, G. J., Zou, D., & Lin, J. (2020). Effects of a multi-level concept mapping-based question-posin approach os students’ ubiquitous learning performance and perceptions. Computer & Education, 149, 103815. https://doi.org/10.1016/j.compedu.2020.103815
Rathner, J. A., & Schier, M. A. (2019). The impact of flipped classroom andragogy on student assessment performance and perception of learning experience in two advanced physiology subjects. Advances in Physiology Education, 44(1), 80–92. https://doi.org/10.1152/advan.00125.2019
Han, F., & Ellis, R. A. (2019). Identifying consistent patterns of quality learning discussions in blended learning. The Internet and Higher Education, 40, 12–19. https://doi.org/10.1016/j.iheduc.2018.09.002
Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. Proceedings of the ASEE national conference (pp. 1–18). Washington DC: ASEE.
Erol, A. N. (2020). Using the flipped classroom model in the history course: A learning experience. International Journal of Educational Methodology, 6(1), 113–121. https://doi.org/10.12973/ijem.6.1.113Return to ref 2020 in article
Tucker, B. (2014). The flipped classroom: Online instruction at home frees class time for learning. Education next, 12(1), 82–83.
Zou, D. (2020). Gamified flipped EFL classroom for primary education: Student and teacher perceptions. Journal of Computers in Education, 7, 213–228. https://doi.org/10.1007/s40692-020-00153-wReturn to ref 2020 in article
Mohamed, H., & Lamia, M. (2020). Efficacy of the flipped classroom to teach the digital storytelling process. In F. Soares, A. P. Lopes, K. Brown, & A. Uukkivi (Eds.), Developing technology meditation in learning evironments (pp. 57–77). IGI Global.Return to ref 2020 in article
Al-Samarraiel, H., Shamsuddin, A., & Alzahrani, A. I. (2019). A flipped classroom model in higher education: A review of the evidence across disciplines. Educational Technology Research and Development. https://doi.org/10.1007/s11423-019-09718-8Return to ref 2019 in article
Al-Zahrani, A. (2015). From passive to active: The impact of the flipped classroom through social learning platforms on higher education students’ creative thinking. British Jorunal of Educational Technology, 46(6), 1133–1148. https://doi.org/10.1111/bjet.12353Return to ref 2015 in article
Cerea, N. (2019). The flipped classroom in university learning environments: Case study of the course journalism and social media. In Learning, innovation and cooperation as drivers of methodological change proceedings of the V international congress on learning, innovation and cooperation. CINAIC. https://doi.org/10.26754/CINAIC.2019.0151Return to ref 2019 in article
Ugwuanyi, C. S. (2022). Developing sound knowledge of basic science concepts in children using flipped classroom: A case of simple repeated measures. Education and Information Technologies. https://doi.org/10.1007/s10639-021-10850-3Return to ref 2022 in article
Masadeh, T. S. (2021). Teaching practices of EFL teachers and the enhancement of creative thinking skills among learners. International Journal of Asian Education, 2(2), 153–166. https://doi.org/10.46966/ijae.v2i2.173Return to ref 2021 in article
Iqbal, M. H., Rahaman, M., Mahamud, S., Haque, A., Islam, A., Mazid, A., & Hossain, E. (2022). Students’ satisfaction with virtual interaction mediated online learning: An empirical investigation. In M. S. Arefin, M. S. Kaiser, A. Bandyopadhyay, M. A. R. Ahad, & K. Ray (Eds.), Proceedings of the international conference on big data, IoT and machine learning. Lecture notes on data engineering and communications technologies. (Vol. 95). Springer. https://doi.org/10.1007/978-981-16-6636-0_58Return to ref 2022 in article
Stirling JA. (2001). Thematic networks: ananalytic tool for qualitative research. Sage Publications London,Thousand Oaks,CA and New Delhi, I (3): 385-405.
Aboagye, E., Yawson, J.A. & Appiah, K.N. (2020). COVID-19 and E-Learning: the Challenges of Students in Tertiary Institutions. Social Education Research, 1(1): 109-115.
Akçayır, G., & Akçayır, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers & Education, 126(January), 334–345. https://doi.org/ 10.1016/j.compedu.2018.07.021.
Al-Zahrani, A. M. (2015). From passive to active: The impact of the flipped classroom through social learning platforms on higher education students’ creative thinking. British Journal of Educational Technology, 46(6), 1133–1148. DOI: 10.1111/bjet.12353.
Attride-Stirling, J. (2001). “Thematic Networks: An Analytic Tool for Qualitative Research”.Qualitative Research. Vol. 1. No. 3. Pp. 385-405.
Bergmann, Jon and Aaron Sams. (2012). Flipped Your Classroom Reach Every Student in Every Class Every Day. United States, International Society for Technology in Education and Association for Supervision and Curriculum Development.
Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. ASEE national conference proceedings, Atlanta, GA (Vol. 30, No. 9, pp. 1-18). https://www.asee.org/public/conferences/20/papers/6219/view.
Chen Hsieh, J. S., Wu, W. C. V., & Marek, M. W. (2016). Using the flipped classroom to enhance EFL learning. Computer Assisted Language Learning, 1-25. doi.org/10.1080/09588221.2015.1111910
Davies, R.S., Dean, D.L. & Ball, (2013) “Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet, Education Tech Research Dev 61: 563. doi:10.1007/s11423-013-9305-6.
DeLozier, S. J., & Rhodes, M. G. (2016). Flipped Classrooms: a Review of Key Ideas and Recommendations for Practice. Educational Psychology Review, 1-11. DOI 10.1007/s10648-015-9356-9
Gilboy, M. B., Heinerichs, S., & Pazzaglia, G. (2015). Enhancing student engagement using the flipped classroom. Journal of Nutrition Education and Behavior, 47(1):109–114. doi: 10.1016/j.jneb.2014.08.008. [PubMed] [CrossRef] [Google Scholar.
Golzari, Zeinab. Attaran, Mohammad (2016). flipped Teaching in Higher Education: Narratives of a University Lecturer, Two Quarterly Journal of Theory and Practice in the Curriculum.4 (7): 136- Vol.7 (4); 2016, 81-136
Hao, Y. (2016). Exploring undergraduates' perspectives and flipped learning readiness in their flipped classrooms. Computers in Human Behavior, 59, 82–92. DOI: 10.1016/j.chb.2016.01.032
Helgeson, J. (2015). Flipping the English Classroom. Kappa Delta Pi Record, 51(2), 64-68. doi.org/10.1080/00228958.2015.1023137
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. https://doi.org/ 10.1080/09588221.2014.967701.
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(3), 398–411. doi.org/10.1111/bjet.12548
Lage, M. J., & Platt, G. (2000). The internet and the inverted classroom. The Journal of Economic Education, 31(1), 11-11. DOI: 10.1080/00220480009596756
Lai, C. L., & Hwang, G. J. (2016). A self‐regulated flipped classroom approach to improving students' learning performance in a mathematics course. Computers in Education, 100, 126–140. https://doi.org/ 10.1016/j.compedu.2016.05.006.
Maciejewski, W. (2016). Flipping the calculus classroom: An evaluative study. Teaching Mathematics and Its Applications, 35, 187e201. https://doi.org/10.1093/teamat/hrv019.
McLean, S., Attardi, S. M., Faden, L., & Goldszmidt, M. (2016).  Flipped classrooms and student learning: not just surface gains. Advances in Physiology Education, 40(1), 47-55. DOI: 10.1152/advan.00098.2015
Mehring, J. (2016). Present Research on the Flipped Classroom and Potential Tools for the EFL Classroom. Computers in the Schools, 33(1), 1-10. doi.org/10.1080/07380569.2016.1139912
O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25, 85 – 95. doi:http://dx.doi. org/10.1016/j.iheduc.2015.02.002
Plano Clark, Vicky and Cresswell, John W (1398). Combined research methods. Tehran: AIJ.
Prashar, A. (2015).   Assessing the flipped classroom in operations management: A pilot study. Journal of Education for Business, 90(3), 126-138. doi.org/10.1080/08832323.2015.1007904
Ramnanan, C.J., Pound, L.D. (2017). Advances in Medical Education and Practice: student perceptions of the flipped classroom. Dove press journal. https://www.dovepress.com/ by 154.70.154.196 on 17-Jan-2017. DOI: 10.2147/AMEP.S109037.
Rotellar, C., & Cain, J. (2016). Research, Perspectives, and Recommendations on Implementing the Flipped Classroom. American journal of pharmaceutical education, 80(2). doi: 10.5688/ajpe80234
Schultz, D., Duffield, S., Rasmussen, S. C., & Wageman, J. (2014). Effects of the flipped classroom model on student performance for advanced placement high school chemistry students. Journal of Chemical Education, 91, 1334-1339. doi.org/10.1021/ed400868x
Sohrabi, Babak *, Iraj, Hamideh. (2016). Implementing flipped classroom using digital media: A comparison of two demographically different groups perceptions. Computers in Human Behavior 60 (2016) 514e524. http://dx.doi.org/10.1016/j.chb.2016.02.056. 0747-5632/© 2016 Elsevier Ltd. All rights reserved.
Steen-Utheim, A. T., & Foldnes, N. (2018). A qualitative investigation of student engagement in a flipped classroom. Teaching in Higher Education, 23(3), 307–324. doi: https://doi.org/10.1080/13562517.2017.1379481
Thomas, J. S., & Philpot, T. A. (2012, June). An inverted teaching model for a mechanics of materials course. In Proceedings of the ASEE Annual Conference & Exposition. DOI: 10.18260/1-2--20936
UNESCO (2020). COVID-19 Educational Disruption and Response. https://en.unesco.org/covid19/educationresponse/consequences; https://en.unesco.org/covid19/educationresponse; https://en.unesco.org/covid19/educationresponse/globalcoalition. Retrieved
Wallace, A. (2013, September). Social learning platforms and the flipped classroom. In e-Learning and e-Technologies in Education (ICEEE), 2013 Second International Conference on (pp. 198-200). IEEE.
Wanner, T., & Palmer, E. (2015). Personalising learning: Exploring student and teacher perceptions about flexible learning and assessment in a flipped university course. Computers & Education, 88, 354–369. doi: https://doi.org/10.1016/j.compedu.2015.07.008.
Young, T. P., Bailey, C. J., Guptill, M., Thorp, A. W., & Thomas, T. L. (2014).  The flipped classroom: a modality for mixed asynchronous and synchronous learning in a residency program. Western Journal of Emergency Medicine, 15(7), 938. DOI: 10.5811/westjem.2014.10.23515
Zainuddin, Z., & Attaran, M. (2016). Malaysian students' perceptions of flipped classroom: A case study. Innovations in Education & Teaching International, 53(6), 660–670. DOI: 10.1080/14703297.2015.1102079.
Torres-Martín, C., Acal, C., El-Homrani, M. et al. Implementation of the flipped classroom and its longitudinal impact on improving academic performance. Education Tech Research Dev (2022). https://doi.org/10.1007/s11423-022-10095-y
Busebaia, T. J. A., & John, B. (2020). Can flipped classroom enhance class engagement and academic performance among undergraduate pediatric nursing students? A mixed-methods study. RPTEL. https://doi.org/10.1186/s41039-020-0124-1
Strelan, P., Osborn, A., & Palmer, E. (2020). The flipped classroom: A meta-analysis of effects on student performance across disciplines and education levels. Educational Research Review, 30, 100314. https://doi.org/10.1016/j.edurev.2020.100314
Torres, C. (2019). Flipped classroom: A story of professional life. Education and Society, 17(2), 84–105.
Wong, S. L., & Wong, S. L. (2019). Relationship between interest and mathematics performance in a technology-enhanced learning context in Malaysia. Research and Practice in Technology Enhanced Learning, 14(21), 1–13. https://doi.org/10.1186/s41039-019-0114-3
Gómez, A., Vidaurre, A., Tort, I., Molina, J., Serrano, M. A., Meseguer, J. M., Martínez, R. M., Quiles, S., & Riera, J. (2020). Effectiveness of flip teaching on engineering students’ performance in the physics lab. Computers & Education, 144, 103708. https://doi.org/10.1016/j.compedu.2019.103708
Hwang, G. J., Zou, D., & Lin, J. (2020). Effects of a multi-level concept mapping-based question-posin approach os students’ ubiquitous learning performance and perceptions. Computer & Education, 149, 103815. https://doi.org/10.1016/j.compedu.2020.103815
Rathner, J. A., & Schier, M. A. (2019). The impact of flipped classroom andragogy on student assessment performance and perception of learning experience in two advanced physiology subjects. Advances in Physiology Education, 44(1), 80–92. https://doi.org/10.1152/advan.00125.2019
Han, F., & Ellis, R. A. (2019). Identifying consistent patterns of quality learning discussions in blended learning. The Internet and Higher Education, 40, 12–19. https://doi.org/10.1016/j.iheduc.2018.09.002
Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. Proceedings of the ASEE national conference (pp. 1–18). Washington DC: ASEE.
Erol, A. N. (2020). Using the flipped classroom model in the history course: A learning experience. International Journal of Educational Methodology, 6(1), 113–121. https://doi.org/10.12973/ijem.6.1.113Return to ref 2020 in article
Tucker, B. (2014). The flipped classroom: Online instruction at home frees class time for learning. Education next, 12(1), 82–83.
Zou, D. (2020). Gamified flipped EFL classroom for primary education: Student and teacher perceptions. Journal of Computers in Education, 7, 213–228. https://doi.org/10.1007/s40692-020-00153-wReturn to ref 2020 in article
Mohamed, H., & Lamia, M. (2020). Efficacy of the flipped classroom to teach the digital storytelling process. In F. Soares, A. P. Lopes, K. Brown, & A. Uukkivi (Eds.), Developing technology meditation in learning evironments (pp. 57–77). IGI Global.Return to ref 2020 in article
Al-Samarraiel, H., Shamsuddin, A., & Alzahrani, A. I. (2019). A flipped classroom model in higher education: A review of the evidence across disciplines. Educational Technology Research and Development. https://doi.org/10.1007/s11423-019-09718-8Return to ref 2019 in article
Al-Zahrani, A. (2015). From passive to active: The impact of the flipped classroom through social learning platforms on higher education students’ creative thinking. British Jorunal of Educational Technology, 46(6), 1133–1148. https://doi.org/10.1111/bjet.12353Return to ref 2015 in article
Cerea, N. (2019). The flipped classroom in university learning environments: Case study of the course journalism and social media. In Learning, innovation and cooperation as drivers of methodological change proceedings of the V international congress on learning, innovation and cooperation. CINAIC. https://doi.org/10.26754/CINAIC.2019.0151Return to ref 2019 in article
Ugwuanyi, C. S. (2022). Developing sound knowledge of basic science concepts in children using flipped classroom: A case of simple repeated measures. Education and Information Technologies. https://doi.org/10.1007/s10639-021-10850-3Return to ref 2022 in article
Masadeh, T. S. (2021). Teaching practices of EFL teachers and the enhancement of creative thinking skills among learners. International Journal of Asian Education, 2(2), 153–166. https://doi.org/10.46966/ijae.v2i2.173Return to ref 2021 in article
Iqbal, M. H., Rahaman, M., Mahamud, S., Haque, A., Islam, A., Mazid, A., & Hossain, E. (2022). Students’ satisfaction with virtual interaction mediated online learning: An empirical investigation. In M. S. Arefin, M. S. Kaiser, A. Bandyopadhyay, M. A. R. Ahad, & K. Ray (Eds.), Proceedings of the international conference on big data, IoT and machine learning. Lecture notes on data engineering and communications technologies. (Vol. 95). Springer. https://doi.org/10.1007/978-981-16-6636-0_58Return to ref 2022 in article
Stirling JA. (2001). Thematic networks: ananalytic tool for qualitative research. Sage Publications London,Thousand Oaks,CA and New Delhi, I (3): 385-405.
Journal of higher education curriculum studies
Volume 13, Issue 26
February 2023
Pages 105-134

Files

Share

How to cite

Statistics