Volume 3, Issue 3 (September 2021)                   Iranian Evolutionary Educational Psychology 2021, 3(3): 345-356 | Back to browse issues page


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Vahidi Z, Khosravi A. (2021). Representing the Lived Experience of High School Students in the Flipped Classroom: Benefits and Challenges. Iranian Evolutionary Educational Psychology. 3(3), 345-356. doi:10.52547/ieepj.3.3.345
URL: http://ieepj.hormozgan.ac.ir/article-1-341-en.html
1- PhD in Curriculum Planning, Farhangian University, Isfahan, Iran , parisav@ymail.com
2- Associate Professor of Curriculum Planning, Markazi Tehran Branch, Islamic Azad University, Tehran, Iran
Abstract:   (2762 Views)
The present paper is qualitative and interpretive study that uses the strategy of phenomenological research to explain the experience of high school students in flipped classroom; therefore, the analysis unit of the present study includes all the eleventh grade students of the art school who have been trained in the eleventh grade of 96-97 academic year; fifteen students are considered as a sample. The data collection tool is an in-depth interview which is analyzed based on the thematic method of in-text approach. Findings show that the majority of students are satisfied with the implementation of this method; dissatisfaction is related to problems of student, teacher performance and inappropriate context. Also, the advantages of this method are deep learning and the possibility of re-learning at home, and discussion in the classroom.
Full-Text [PDF 464 kb]   (373 Downloads)    
Type of Study: Original | Subject: Educational Psychology
Received: 2021/04/12 | Accepted: 2021/08/11 | Published: 2021/09/1

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