خلاصة:
The aim of this study was to develop the Flipped Teaching Method in order to improve students' deep learning. This was an embedded mixed method that included a statistical population of 2340 students of the Faculty of Literature and Humanities as well as 15 professors in the field of Educational Sciences at Bu-Ali Sina University. Given the qualitative phase, 36 students were selected through accidental random sampling method and, given the qualitative phase, 20 students and 5 professors were selected purposefully. In the qualitative and qualitative phases, it was attempted to make use of semi-structured interviews and a researcher-made test, respectively, in order to collect the required data. The validity of the test was confirmed through collecting the experts’ views and its reliability was obtained using Cohen's Kappa Coefficient (89%). Having analyzed the data in the qualitative phase, seven main components were developed for the Flipped Teaching Method, including the flexibility of the environment, learning culture, educational content and activities, teacher as a coach, learner’s activism and accountability, learning as mastery and time management. The internal validity of this model was evaluated by experts and the validity of this model was examined using the developmental methodology. Finally, the findings indicated the positive impacts of the model on students’ deep learning.
ملخص الجهاز:
After analyzing the data in the qualitative section, 7 main components were extracted for the developed flipped teaching model, including environmental flexibility, learning culture, content and instructional activities, the teacher in the role of a mentor, learner responsibility and activeness, mastery-level learning, and time management.
Teaching methods in which the teacher plays the primary role in the class and most of the class time is spent on the teacher's lecture in the form of transferring instructional content, the opportunity for the learner to engage in learning is lost, and the student's share of class time for performing activities required to perceive and understand the subject decreases, which also prevents them from achieving deep learning (Mohadesi, Fayzi, and Safi, 2011).
Findings The findings obtained from the qualitative method using the developmental research approach indicated the confirmation of the six original components of the initial model, as well as the addition of one main component titled "Time Management" and two sub-components titled "Interaction" and "Motivational Scaffolding" in the flipped teaching model to achieve students' deep learning.
), Constructivism and the technology of instruction: In conclusion and based on the results of this research, it can be said that utilizing the flipped teaching model in classrooms can help students achieve deep learning and improve their academic performance.
The "teachers in the role of mentoring" component of the flipped teaching method in this research for improving 3 students' deep learning is similar to the Peirce and Fox (2012) model and the Blu & Shamir-Inbal (2017) model.
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