مطالعه تجارب زیستۀ دانش‌آموزان دوره ابتدایی از یادگیری مبتنی بر رویکرد کلاس معکوس

در پژوهش حاضر تجارب عمیق دانش‌آموزان پسر پایه پنجم ابتدایی از کلاس معکوس به شیوۀ کیفی و از نوع پدیدارشناسی بررسی شد. با توجه به ماهیت پژوهش از روش نمونه‌گیری هدفمند از نوع معیار استفاده شد، که با مصاحبۀ عمیق 15 دانش‌آموز، داده‌های اخذ شده به اشباع رسید. داده‌های حاصل از تجارب زیسته دانش‌آموزان به روش کُلایزی (2002) مورد تجزیه و تحلیل قرار گرفتند و از نرم‌افزار maxqda11 به‌عنوان ابزار تحلیل داده‌ها استفاده شد. یافته‌های حاصل از تجارب زیسته دانش‌آموزان، در 9 مضمون اصلیحل مشکلات یادگیری، بهبود مسائل کلاسی و خانه، اثرات تغییر محیطی، افزایش سواد فناوری، مشارکت و تعامل، لذت بردن از یادگیری، یادگیری مادام‌العمر و در حد تسلط، کنترل یادگیری، پوشش سبک‌های یادگیری و نیازهای ویژه دسته‌بندی شد. تجارب دانش‌آموزان نشان می‌دهد که استفاده از کلاس معکوس دارای نتایج اثربخش و مثبتی در جهت یادگیری آنان داشته است و شرایط متفاوتی نسبت به روش‌های سنتی برای دانش‌آموزان ایجاد کرده است.

Investigating Elementary Students’ Lived Experiences of Learning Based on the Flipped Classroom Approach

Introduction Learning based on the flipped classroom approach can be very effective in improving quality of the education. A classroom based on this approach is studentcentered and stress the importance of learners’ understanding and perceptions. The objective of this study is to investigate elementary students’ lived experiences of learning based on the flipped classroom approach. Research questions 1 How is elementary students’ experiences of learning based on the flipped classroom  approach? 2. What are the advantages of using the flipped classroom teaching approach? 3. What are the challenges to the application of the flipped classroom teaching approach? 4. What are the consequences of adopting the flipped classroom teaching approach? Method The present researchers benefited from the qualitative approach and more specifically the phenomenological method for conducting this study. The participants were  fifth grade male students in Ibn Sina Elementary School, Birjand, South Khorasan Province, Iran, who had experienced learning on the basis of the flipped classroom teaching approach. Considering the research sample, 15 students were selected through the application of purposive sampling strategy. Data was gathered through conducting semistructured interviews with participants. Then, Data analysis was done using the sevenstep strategy proposed by Collaizi (2002) and MAXQDA 11.   Results Data analysis results revealed nine main themes in relation to fifth grade elementary school male students’ experiences of learning based on the flipped classroom approach. These themes were learning Problem solving strategies for learning, overcoming classroom and home problems, environmental change impacts,, improving technological literacy, encouraging participation and interaction in the classroom, enjoying learning, developing lifelong learning skills, learning control, and paying attention to different learning styles and special needs.Discussion Studying elementary school students’ learning experiences showed that the flipped classroom teaching approach had enabled them to solve some of their learning problems. The use of the flipped classroom approach entails allocating part of home time to education. This can help enhance students’ academic engagement. For instance, students can spend more time on watching educational videos, which can ultimately improve students’ academic performance. Analysis of students’ experiences revealed that teaching through the flipped classroom approach can be effective and offers some educational advantages, including shortening the school day, spending less time studying at home, and limiting the time spent on watching TV and playing computer games. Because there is an unlimited possibility for students to watch movies, they can easily have access to their teacher and can watch his/her instructional videos many times. Furthermore, due to the fact that students can watch educational videos at home, their physical presence at home increases. This, in turn, can help them improve their relationship with their parents and other family members.One of the main features of the flipped classroom approach is change of activities done at home and in classroom setting. This cause  learning to occur in a relaxed environment and improves mental and sensory concentration. Furthermore,  home is usually a safe and relaxing environment for everyone, and much less crowded than classroom.  A review of students’ experiences indicates that the flipped classroom approach  can positively influence their technological literacy. Students can watch instructional videos and use other instructional materials produced by their teacher through computer, cell phones, tablets, televisions, and other multimedia equipment, can learn how to use these equipment, and all of these can help them develop their technological literacy.Based on the overall results of this study, the flipped classroom approach can provide a reasonable ground for promoting a sense of effective cooperation among students, students and teachers, and students and their family members. Moreover,  the learning process can be more motivating and enjoyable for students because they can watch their teacher’s instructional videos at home. In addition, the use of this approach can lead to permanent learning. Finally, there are different students with different learning styles in the classroom, and there are usually some students with learning difficulties. Furthermore, students learn at different speeds. Therefore, the use of such approaches as the flipped classroom approach can help overcome these problems and meet students’ individual learning needs.