فناوری آموزش
مقاله 6 ، دوره 12، شماره 1 - شماره پیاپی 45 ، دی 1396، صفحه 59-78 اصل مقاله (1.21 M )
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.22061/jte.2018.2154.1547
نویسندگان
حسن کاویانی ؛ محمد جواد لیاقت دار* ؛ بی بی عشرت زمانی ؛ یاسمین عابدینی
گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی دانشگاه اصفهان، اصفهان، ایران
تاریخ دریافت : 06 مرداد 1396 ،
تاریخ بازنگری : 01 بهمن 1396 ،
تاریخ پذیرش : 07 بهمن 1396
چکیده
پیشینه و اهداف : امروزه در کلاس های درس، بیشتر آموزش مستقیم مطالب مورد نظر است و نه برانگیختن حس تحقیق و خالقیت در فراگیران. با توجه به اینکه تدریس عاملی است که فرصتهایی برای یادگیری فراگیران فراهم میکند، لازم است فرآیندهای یاددهی- یادگیری نیز با این تحولات هماهنگ شود و از راهبردهای سنتی انتقال اطلاعات به سمت راهبردهای آموزشی جدید مساله محوری و مشگل گشایی حرکت کند که به رشد توانایی های خالق در فراگیران منجر میشود. از سویی دیگر طی دهه های گذشته استانداردهای آموزشی بر ارزش بالقوه محیطهای یادگیری فراگیرمحور تاکید کرده اند که در آن فراگیران به طور فعالانه در فعالیت های یادگیری سطح بالا درگیر میشوند. محیط های یادگیری فراگیرمحور، مستلزم استفاده از روشهای یادگیری فعال در کلاس درس است، از جمله ارائه ها، حل مساله در گروه های کوچک، خود ارزیابی و ارزیابی توسط همکاران و بحث گروهی، اما ایجاد چنین محیط- هایی یک چالش است. پژوهش حاضر با هدف شناسایی بازدههای آموزشی کلاس معکوس با استفاده از روش سنتزپژوهی انجام گرفت. روشها: از این رو واحد تحلیل، شامل کلیه پژوهشهای علمی مرتبط بود که باتوجه به جست و جوی منظم در پایگاههای اطلاعاتی داخلی و خارجی بر اساس معیارهای ورود تعداد 1298 پژوهش علمی شناسایی و در نهایت بر اساس معیارهای خروج تعداد 106 پژوهش جهت تحلیل نهایی انتخاب شد. برای فراهم آوردن اطلاعات مورد نیاز، از فرم کاربرگ طراحی شده توسط محقق استفاده گردید و برای اطمینان از نحوه کدگذاریها از دونفر ارزشیاب جهت کدگذاری مجدد یافتهها استفاده شد. جهت تحلیل یافتهها از الگوی شش مرحلهای سنتزپژوهی روبرتس با استفاده از روشهای کدگذاری باز و محوری از نرم افزار Nvivo-8 استفاده شد. یافتهها: نتایج نشان داد کاربست کلاس معکوس در آموزش منجر به وقوع 119 نوع بازده آموزشی میشود که باتوجه به دسته بندی کردن بازدهها در محورهای کلی این بازدهها شامل 7 بعد در حیطههای زمانی، تعامل، مهارت، فردی، گروهی، تحصیلی و تدریس میشد که بیشترین بازده آموزشی آن متوجه فرد بود. نتیجهگیری: یافتههای این پژوهش نشان داد که باید پذیرفت که امروزه رویکردهای یاددهی- یادگیری دچار تحول شده است، فراگیران بیشتر ترجیح میدهند که در کلاس درس و یادگیری نقش فعالی داشته باشند، امروزه کمتر فراگیری یافت میشود که نقش منفعل در کلاس درس را ترجیح دهد، از سویی دیگر ابزارها و موقعیت های یادگیری نیز دچار تحول شده است، بنابراین در زمان حال متناسب با این تحولات صورت گرفته یکی از مهم ترین مواردی که باید در رویکردهای یاددهی-یادگیری به آن توجه کرد، خلق موقعیتهای یادگیری جذاب میباشد. این اقدام میتواند از طریق استفاده از فناوریهای صوتی و تصویری و همچنین کاربست کلاس معکوس در آموزش محقق شود. لذا انجام تحقیقات بیشتر در این زمینه و شناخت مزایا و موانع آن در اجرا ضروری به نظر میرسد.
کلیدواژهها
کلاس معکوس ؛ فعالیتهای یاددهی-یادگیری ؛ سنتزپژوهی
عنوان مقاله [English]
Research synthesis of the educational outputs of the flipped classroom in teaching and learning activities
نویسندگان [English]
H. kaviani؛ M.J. Liaghatdar؛ B.E. Zamani؛ Y. Abedini
Department of Educational Sciences, Faculty of Education and Psychology, University of Isfahan. Isfahan. Iran
چکیده [English]
Background and Objective: In today's classrooms, teaching is more about direct content than inspiring a sense of research and creativity in learners. Given that teaching is a factor that provides opportunities for learners to learn, it is necessary that teaching-learning processes be coordinated with these developments and move from traditional information transfer strategies to new problem-solving that develop abilities. On the other hand, over the past decades, educational standards have emphasized the potential value of learner-centered learning environments in which learners are actively involved in high-level learning activities. learner-centered learning environments require the use of active learning methods in the classroom, including presentations, problem-solving in small groups, self-assessment and peer review, and group discussion, but creating such environments is a challenge. The aim of the present study was to identify the flipped classroom educational outputs via a synthesis research method. Methods : Therefore, the analysis unit consisted of all related scientific studies, which were based on systematic searches in internal and external databases based on the inclusion criteria of 1298 scientific studies were identified and finally, based on the inclusion criteria, 106 studies were selected for the final analysis. To collect the required data, a researcher made worksheet was employed and to ensure the used coding, two examiners were asked to reencode the findings. For analyzing the data, Roberts ’six-step synthesis model was used via open and axial coding methods in Nvivo-8 software. Findings: Results indicated that applying flipped classroom instruction to training led to the occurrence of 119 types of educational outputs, which according to the classification of efficiencies in the overall axis of those outputs, including 7 temporal, interaction, skill, personal, group, educational, and teaching dimensions among which the individual dimension achieved the highest educational output Conclusion: The findings of this study showed that it should be acknowledged that today teaching-learning approaches have evolved, learners prefer to play an active role in the classroom and learning, and they are found to prefer a passive role in the classroom. On the other hand, learning tools and situations have also changed, so in line with these developments, one of the most important things to consider in teaching-learning approaches is to create attractive learning situations. This can be achieved through the use of audio and video technologies as well as the use of flipped class in education. Therefore, further research in this field and recognizing its advantages and obstacles in implementation seems necessary.
کلیدواژهها [English]
Flipped classroom, Teaching-learning activities, The research synthesis
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