مدلسازی فرایند یادگیری معکوس در آموزش دانشگاه علوم پزشکی مازندران

نوع مقاله : پژوهشی (Original Research)

نویسندگان

1 دکتری مدیریت آموزشی،رییس گروه تحول اداری دانشگاه علوم پزشکی مازندران

2 استادیار گروه مدیریت آموزشی، دانشکده علوم انسانی، دانشگاه آزاد اسلامی، بابل، ایران.

3 استادیار گروه مدیریت آموزشی، دانشکده فنی مهندسی و علوم انسانی، دانشگاه آزاد اسلامی، بابل، ایران

چکیده

زمینه و هدف: در یادگیری معکوس؛ مدرسان مکان را از آموزش مستقیم و در محیط یادگیری با گروه بزرگ تغییر داده، هدف از پژوهش حاضر، مدلسازی فرایند یادگیری معکوس در آموزش دانشگاه علوم پزشکی مازندران بود.

روش بررسی: طرح تحقیق نیز از نوع آمیخته اکتشافی است. جامعه آماری در بخش کیفی خبرگان دانشگاهی و اعضاء کمیته آموزش و توانمندسازی دانشگاه‌های علوم پزشکی (مازندران، تهران، بابل و ...) و در بخش کمی؛ کارکنان معاونت توسعه مدیریت و منابع، واحد بهداشتی و آموزشی دانشگاه علوم پزشکی مازندران بوده؛ در بخش کیفی با استفاده از روش نمونه‌گیری گلوله برفی با 15 نفر از خبرگان، مصاحبه عمیق انجام گرفته و در بخش کمی، برای سنجش مدل، پرسشنامه با روش طبقه‌ای نسبی چند مرحله‌ای در بین 310 تن از نمونه‌ها توزیع گردید. روایی پرسشنامه با روش صوری و محتوایی و پایایی با روش آلفای کرونباخ مورد تائید قرار گرفت. داده‌ها با روش تحلیل عاملی اکتشافی و تائیدی با نرم افزارهای SPSS و Smart PLS تحلیل گردید.

یافته‌ها: نتایج نشان داد که فرایند یادگیری معکوس دارای 12 بعد بشرح انگیزه یادگیری، عوامل فردی، عوامل فرهنگ سازمانی، عوامل ساختاری، استقرار یادگیری معکوس، اقدامات تسهیلی، موانع و چالش‌های سازمانی، موانع و چالش‌های غیرسازمانی، بسترسازی و برنامه‌ریزی، آگاهی‌بخشی، کیفیت آموزش و کیفیت یادگیری بوده‌است. نتایج بخش کمی نشان داد که تمامی ابعاد مدل پارادایمی پژوهش، مورد تائید واقع شدند.

نتیجه گیری: به مسئولین دانشگاه علوم پزشکی مازندران توصیه می‌گردد؛ برای فراهم‌آوردن شرایط لازم برای استقرار یادگیری معکوس، تمهیدات لازم را با توجه به نتایج تحقیق حاضر، بیندیشند.

کلیدواژه‌ها

موضوعات


  1. Mohammadi A., Flipped or Reverse Teaching , 4th Provincial Scientific Research Conference from the Teacher's perspective, Minab, Department of Education , Minab city, May 2016. [In Persian]
  2. Rais Dana, F. Liqaa. Educational Technology is committed in the field of learning. Seminar on Engineering Education Reform. 2004. [In Persian]
  3. Crumpacker, N. Faculty Pedagogical Approach, Skill, and Motivation in Today's Distance Education Milieu. Online Journal of Distance Learning Administratio. 2001; 4(4).
  4. Karimi, S; Nasr, A; Sharif, M. Universtiy challenges in compiling of the suitable content with competencies of lifelong learner. Journal of research in curriculum planning.2016; 13(23):14-26. [In Persian]
  5. Brur, A.W. Moving to onlin learning, making transition form traditional instruction and communication strategies. Translated by Faride Mashyekh and Abas Bazargan harandi. Tehran: Aghah publication. [In Persian]
  6. Serrano, H. M., Gonzalez, S. M. & Munoz, R. J. Designing learning environments improving social interactions: essential variables for virtual training space. Procedural Social and Behavioral Science. 2009; 1(1): 2411-2415.
  7. Ghanbarpour Z., Bigdeli L., The flipped Teaching Method Approach as a Learning-Teaching Process in the Iranian Educational System, 10th National Conference on Education, Tehran, Tarbiat Dabir university of Shahid Rajaei, May 2016. [In Persian]
  8. Musallam, R. The effects of screencasting as a multimedia pre-training tool to manage the intrinsic load of chemical equilibrium instruction for advanced high school chemistry students (Doctoral Dissertation, University of San Francisco). 2010.
  9. Wolff, L. C., & Chan, J. (2016). Flipped Classrooms for Legal Education. Springer.
  10. Noruzi, D., Ahmadzadeh, A., & Agaberati, N. The effect of multi-media teaching on learning and retention of mathematics in autism male learners. The Psychology of Exceptional People Quarterly, 2011; 1(4): 24-51. [In Persian]
  11. Moradi R. The effectiveness of reverse teaching on elementary school math lessons. 8th Scientific-Research Conference on Educational Sciences and Psychology, Social and Cultural Harms of Iran, Tehran. Scientific Association for the Development and Promotion of Basic Sciences and Technologies. 2020. [In Persian]
  12. Sadat Mehrizi M, Karamoz F. The role of the teacher in the reverse classroom, the 8th National Conference on Sustainable Development in Educational Sciences and Psychology. Social and Cultural Studies, Tehran. Center for Strategies for Achieving Sustainable Development - Mehr Arvand Higher Education Institute. 2020. [In Persian]
  13. Azizkhani F, Jafarkhani F, Ahmadabadi M. The effect of reverse learning on academic motivation of fifth grade elementary students in social studies course, 6th International Conference on Psychology, Counseling and Educational Sciences, Georgia-Tbilisi, International Organization of Academic Studies. 2020. [In Persian]
  14. Jafarkhani F, Vahedi M, Moslehian A. The effect of reverse learning on motivation and learning of elementary students. Sixth International Conference on Psychology, Counseling and Educational Sciences, Georgia-Tbilisi. International Organization for Academic Studies. 2020. [In Persian]
  15. Saheb Yar H, Gol Mohammadnejad Gh, Barqi A. Study of the effectiveness of reverse learning on reflective thinking of high school students in mathematics course, Quarterly Journal of Innovation and Creativity in Humanities. 2019; 8 (4): 33-62. [In Persian]
  16. Delfan Azari M. Comparison of students' academic achievement with reverse and normal learning methods in experimental sciences. Fourth National Conference on New Approaches in Education and Research, Mahmoudabad. Ministry of Education of Mazandaran. 2019. [In Persian]
  17. Musazadeh S., Mahmoudi M. Evaluating the effectiveness of the reverse classroom on students' academic results. Fourth National Conference on Psychology and Educational Sciences of Iran, Jiroft. Gostaran Conference. 2019. [In Persian]
  18. Amani Sari Begloo J, Vahedi Sh, Fathi Azar A, Obaidi L. The effect of reverse jigsaw puzzle on academic performance and student statistics anxiety. Journal of Educational Psychology 2019; 15 (52): 133-153. [In Persian]
  19. Zahedi A, Mohebbi Bahmani b. The method of reverse teaching in mathematics and examining its impact in the classroom. National Conference on Professional Research in Psychology and Counseling with the Approach of New Achievements in Educational and Behavioral Sciences from the Teacher's Perspective, Minab. Education Department of Minab city, Bachelor of Research. 2019. [In Persian]
  20. Dinarvand A., The Effects of flipped Classroom Approach on the Academic and Psychological Aspects of High School Students, 2nd International Conference on Innovation and Research in Educational Sciences, Management and Psychology, Tehran, Soroush Hekmat Mortazavi Islamic Studies and Research Center, August 2018. [In Persian]
  21. Shafiei Sh., Shahbazi M., Representation of the curriculum experienced in the flipped class in a higher education complex, 5th National Conference on Management Research and Humanities in Iran, Tehran, Modbar Management Research Institute, May 2018. [In Persian]
  22. Joshaghannejad F., Bagheri M., The effect of flipped classroom on academic motivation and students' learning in computer lessons, Research in Curriculum Planning, Fall 2018; 15 (2): pp. 95-107. [In Persian]
  23. Mobser Maleki S, Kian M. The effect of reverse education method on learning the work and technology course, Journal of Teaching Research. 2018; 6 (2): 1-14. [In Persian]
  24. Ghahramani Tulabi H. Investigating the effect of reverse teaching on the learning rate of sixth grade elementary students in experimental science course. 2nd International Congress of Humanities, Cultural Studies, Tehran. Center for Empowerment of Community Cultural and Social Skills.2017. [In Persian]

25.Moa'zami Godarzi F. Comparison of the effect of reverse class teaching method and traditional teaching method in learning the physic of 10th grade female high school students. Third National Conference on Modern Studies and Research in the Field of Educational Sciences and Psychology of Iran, Qom. Soroush Hekmat Mortazavi Center for Islamic Studies and Research. 2017. [In Persian]

  1. Fazel Ashrafi R., Sina Fatemeh P. The effect of reverse class approach on learning and motivation of seventh grade female students in mathmatics in Behshahr. The Second National Conference on New Approaches in Education and Research, Mahmoud Abad. Mahmoudabad Education - Mahmoudabad Technical and Vocational College. 2017. [In Persian]
  2. Jafarkhani F. Dehvari S. The effect of reverse education on the progress of work and technology lessons and academic motivation of seventh grade students. Conference on New Management Paradigms and Behavioral Sciences, Tehran. Permanent Secretariat of the Conference. 2017. [In Persian]
  3. Alawi M, Keyvanpanah Sh, Fazal Ali F. The Impact of Reverse Learning on the Professional Development of New English Teachers: Their Occupation and Attitudes, Linguistic Research in Foreign Languages. 2017; 7 (2): 471-96. [In Persian]
  4. Kaviani H., Liyaghatdar M., Zamani B., Abedini Y. The reverse classroom learning process: a representation of the curriculum experienced in higher education. Two Quarterly Journal of Higher Education Curriculum Studies. 2017; 8 (15): 179-214. [In Persian]
  5. Kia Hosseini Z, Dosti V. Comparison of the effect of reverse classroom teaching and conventional teaching methods on the learning of fifth grade elementary students in social studies. Fourth International Conference on Psychology and Social Sciences, Tehran. Connoisseurs of Mehr Ishraq. 2015. [In Persian]
  6. Van Alten DC, Phielix C, Janssen J, Kester L. Self-regulated learning support in flipped learning videos enhances learning outcomes. Computers & Education. 2020 Dec 1; 158:104000.
  7. Awidi IT, Paynter M. The impact of a flipped classroom approach on student learning experience. Computers & Education. 2019 Jan 1; 128: 269-83.
  8. Goh C F, Ong E T, Flipped classroom as an effective approach in enhancing student learning of a pharmacy course with a historically low student pass rate, Currents in Pharmacy Teaching and Learning June 2019; 11(6): 621-29.
  9. Asaka S, Shinozaki F, Yoshida H. The effect of a flipped classroom approach on EFL Japanese junior high school students’ performances and attitudes. International Journal, 2018; 1 (3): 71-87.
  10. Chang SC, Hwang GJ. Impacts of an augmented reality-based flipped learning guiding approach on students’ scientific project performance and perceptions. Computers & Education. 2018 Oct 1; 125:226-39.
  11. Zainuddin Z. Students' learning performance and perceived motivation in gamified flipped-class instruction, Computers & Education 126 (2018): 75–88.