The aim of this study was to understand flipped instructors in Iranian higher education, emphasizing its benefits for learners that instructors face when teaching in flipped classes in a public university. In particular, this study listed the best strategies for implementing flipped classrooms. The present study was a qualitative study in terms of purpose and in terms of research method it was considered qualitative based on interpretive paradigm and with inductive approach. The research tool in this study included a semi-structured interview used to collect information. Thirteen professors who had previously taught in flipped were interviewed. The data were analyzed using content analysis method. The peer review was used to increase the reliability and validity of the analysis. The findings of this study showed several benefits related to the use of flipped teaching method in Iranian higher education including: 1) increasing the quality of learning, 2) strengthening high-level thinking and 3) socializing learners. These findings could potentially be used as a guide for educators who want to use the flipped classroom method to improve their students' learning outcomes.

The purpose of this study was to investigate the effect of the flipped class approach on math learning of students in multi-grade classes. This research is a quasi-experimental design of pre-test-post-test-follow-up with a control group. After studying and designing educational work, 36 elementary school students studying in two multi-level schools in the academic year 1300-1400 in Kohgiluyeh and Boyer-Ahmad provinces participated in this study as free volunteers. Participants were randomly assigned to experimental and control groups and the experimental group was trained for 10 sessions (one session per week) using the flipped class approach. Analysis of variance with repeated measures was used to analyze the data. The results of repeated measures analysis of variance showed that there was a significant difference in the mean of math learning components (P <0. 05) between the control and experimental groups,Therefore, teaching with the flipped class approach has increased the learning of mathematics in students in multi-grade classes. In addition, the results show that the use of the flipped class approach in learning math problems in students in multi-grade classes is consistent over time.

Introduction: There is a need to continuously review medical education and try to improve it. Therefore, in the family doctor's assistantship course, we decided to present the education in a more efficient way and use the flipped classroom. And conduct the evaluation as a key feature. Materials & Methods: The present study was a before-after intervention. The study population was specialized family physician assistants of Mashhad University of Medical Sciences. In order to evaluate the material taught in the traditional way, a pre-test (with the method of key features) was performed. Then, flipped training was done for them. Then the post-test (using the key features method) was done. Also, the educational environment was checked with the DELES questionnaire. Results: In the first survey, the average score of the DELES questionnaire was 3. 78 ± 0. 48 (median = 3. 75). In 10 out of 11 tests held, the grades after the intervention were higher than the grades before the intervention. However, there was a statistically significant difference in the score change before and after the intervention only in the tests of oral treatments for diabetes, insulin therapy, and hypothyroidism. Conclusion: Considering the importance of teaching these assistants and the results obtained in the study, it was shown that the reverse learning method improved the quality of clinical decision-making of learners. It is hoped that this teaching method will be applied in the next courses of family physician assistants.

Background and ObjectiveS: The difference between students and their individual needs have been the focus of many pedagogues in recent decades. With the emergence and development of a variety of technologies and the expansion of access infrastructure to emerging technologies, the condition to access a variety of educational content has been met for a wide range of learners. The flipped classroom is one of the most ambitious ideas in education, which emerged in the last decade of the twentieth century with the aim of meeting the needs of learners and promoting learner-centered learning, using very simple technologies. The flipped class can affect the teacher's instructional practice and their interaction with students and even communication with parents. The main difference between the presentation method in the flipped classroom and the traditional classroom is that the teacher becomes a guide and facilitator of the learning process instead of the lecturer and controller of the teaching process. The flipped class gives students control over the teaching process by stopping and rewinding the teacher's teaching video. In this way, students with different levels of proficiency can listen to or see the teacher's teaching over and over again, without being accused of beingretarded by their classmates. Therefore, the students themselves take the main responsibility of planning for the lesson and learn the educational materials without any worries. This study investigated the impact of flipped classroom on the development of English reading comprehension. Methods: Two general English classes were selected based on convenience sampling and were assigned into control (n=25) and experimental (n=25) groups. The participants’ reading proficiency was assessed before and after the study by PET (Preliminary English Test). The scores of pre-test showed that the groups were homogeneous prior to the study. The experimental group received instruction based on flipped approach and the control group were taught based on conventional instruction. Findings: The result of MANOVA on post-test scores indicated that flipped classroom improved students’ reading comprehension significantly. Tests of between-subjects effects show that the groups’ means of posttest scores were significantly different in four parts of PET that focus on understanding the main idea and gist of meaning. The difference between the groups was not significant in Part 5 that assesses understanding the vocabulary and grammar in a short text. Conclusion: The results showed that the use of flipped instruction in general can improve learners' reading skills and comprehension. At the same time, this method has worked better in strengthening reading skills and comprehension of the general content and message of the texts than paying attention to smaller reading units such as vocabulary and grammar. This is logical given the theoretical underpinning of the flipped class in emphasizing higher-level cognitive skills and indicates the success of a model designed to teach GE. At the same time, it is necessary to help learners to strengthen low-level skills in the reading process by designing appropriate teaching aids and teaching learning strategies to them. Also, in order for this method to be successful in lower level cognitive activities, there is a need to continue using it and familiarizing learners with this method. In this study, due to the mediocre access of students to technology, advanced technologies (such as artificial intelligence, smart applications, etc. ) were not used to prepare e-content. In addition, the flipped class was the first experience of the students participating in this study, and it is recommended to continued use of the flipped class (more than one semester) in other studies.

Culture is one of the most important and frequently used concepts in social sciences. Achieving such a position in theory and practice is due to numerous experiences in the new era to identify key variables in the developments of human societies. Of the different cultural functions, one can point to its role in the classroom, especially while learning new ways, including Flipped learning, which has been investigated in this study. In other words, the main purpose of this study is to examine the Flipped learning culture in the classroom. This research is a qualitative study based on grounded theory. The research field of this study is the fifth and sixth grades of elementary schools in the city of Neishabur in the academic year of 1395-96 (2016-2017). The main data collection instrument is semi-structured interview, and the participants are five elementary teachers who implemented the Flipped Learning method. Collected data was analyzed by Strauss and Corbin coding method, and was validated via Goba and Lincoln quadratic criteria. The results showed that in order to create a learning culture in Flipped way, we should consider factors such as teacher's full mastery, students’ motivation, teacher's belief in the ability to do work, school and management incentive policies, resources and facilities needed, school encouragement, family awareness, classroom dynamics, teacher's belief in the effectiveness of Flipped learning, teacher's belief in student knowledge, teacher's up-to-date information, traditional frameworks and laws, cultural preconceptions covert in the role of teacher and the interest in being driven by the teacher.

The research has been conducted in an attempt to examine the effect of Flipped classroom on self-directed learning in English language classes. The participants were female 10th grade students of Kaleybar in academic year 2016-2017. The research is a quasi-experimental one and is performed using the pre-test, post-test method with a control group. Participants in the study were 30 students selected by convenience sampling and randomly divided into two experimental and control groups. For data collection, the self-directed learning questionnaire was used with a reliability of. 82 for the whole test and with face and content validity approved by the experts. Data were analyzed by descriptive and inferential statistics using SPSS software. The results of ANCOVA showed that Flipped Classroom influenced the self-directed variable (with the exception of self-management) in learning with the help of covariate (pre-test) (p <. 05). Also, the mean scores of students at the pre and post-test in the experimental group were significantly different. The mean scores of self-directed learning for students trained through Flipped Classroom were higher.

Introduction: Medical education including nursing education needs a fundamental change till using new educational approach lead to training creative and efficient registered nurses in modern complicated nursing practice. The flipped classroom model is one of the new popular educational method. The aim of the present study was to survey the views and experiences of nursing students in using the flipped classroom.Method: This one group quasi-experimental study was done on 43 nursing students who were selected by census method in Islamic Azad University-Rasht branch in 1395. Before the class, the experimental group viewed every sessions of the electronic content, studied the book and prepared for the classroom. In the class they responded the quiz questions, discussed about their responses and involved in small groups about clinical scenarios. At the end of the course the students responded to a questionnaire including 20 items about the views and experience of the students in using the flipped classroom. Descriptive and analytic statistics consisting pearson correlation, independent t test and one way ANOVA were used for analyzing data.Results: Findings showed that students had a positive experience of using flipped classroom. Majority of students (79.1%) prefer flipped classroom to traditional one that the most of class time were devoted to teachers lecture. The Mean of the scores of the students’ views was 26.09±2.95. There is not any statistical significant relations between demographic data and students views, But there is a significant strong positive correlation between students’ views and the average scores(r=.88, P=.0.001).Conclusion: students had positive views and experiences about using the flipped classroom. Since this approach is new, more studies is needed to assess its effect on different learning outcomes.

The purpose of this study was The effect of Flipped learning method on motivational strategies in students’,learning physics course. The research method was quasi-experimental with pretest-posttest design with test group and control group. The statistical population of the study consisted of all 10th grade female students in Tehran during the academic year of 2017-2018. The sample of the study consisted of 50 10th grade math students who were selected through cluster sampling. The research instrument was the standard questionnaire of motivational strategies for learning (1990) developed by Pintrich and DeGroot. The reliability questionnaire of motivational strategies for learning by Cronbach's alpha was 0. 81. Covariance analysis was used to analyze the data. The findings showed that the Flipped Classroom increased the motivational belief and self-regulation strategies Than the control group (P