1
Lecturer at Farhangian University, Tehran, Iran.
2
Bachelor of Elementary Education, Farhangian University, Tehran, Iran
Abstract
The current research was conducted with the aim of investigating and analyzing the educational and behavioral consequences of learning in a flipped classroom. The research method is qualitative and phenomenological. The participants of this research were the boy students of a primary school and their parents in Birjand city in the academic year of 2020-2021. According to the nature of the research, a criterion-type purposive sampling method was used, and with a semi-structured interview of 12 participants, including 7 students and 5 of their parents, the obtained data reached saturation. The data obtained from the students' and parents' lived experiences were analyzed using the Colizzi method (2002) and MAXQDA11 software was used as a data analysis tool. Also, Guba and Lincoln (1985) criterion was used to evaluate the research findings. The research findings were categorized into 4 main educational and behavioral themes, including "individual and personal", "social", "communication and interpersonal relations" and "environmental and temporal" consequences. The experiences of the students and parents show that the use of the flipped classroom, which takes place in two parts of education outside the classroom and the generalization of learning in the classroom, has brought different individual, personal and social consequences for the students; So that when they pursue their learning at home or in another environment, individual education and personalization of learning happen to them, and, on the other hand, in the second phase of the flipped class, students undergo transformation in the field of social issues and different levels of educational communication. In general, the results of the research show that using the flipped classroom method has brought positive educational and behavioral consequences. Also, the findings of the research provide the basis for examining other consequences of learning in the flipped classroom manner.
alipour, M., & Ghasemi, S. A. (2022). Educational and Behavioral Consequences of Flipped Classroom Learning: A Phenomenological Study. Teacher Professional Development, 7(3), 77-93.
MLA
mohammad alipour; Seyed Alireza Ghasemi. "Educational and Behavioral Consequences of Flipped Classroom Learning: A Phenomenological Study". Teacher Professional Development, 7, 3, 2022, 77-93.
HARVARD
alipour, M., Ghasemi, S. A. (2022). 'Educational and Behavioral Consequences of Flipped Classroom Learning: A Phenomenological Study', Teacher Professional Development, 7(3), pp. 77-93.
VANCOUVER
alipour, M., Ghasemi, S. A. Educational and Behavioral Consequences of Flipped Classroom Learning: A Phenomenological Study. Teacher Professional Development, 2022; 7(3): 77-93.
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