A Remedy to the Misery of Language Learning Efficacy: Flipped Classroom

Document Type : Research Paper

Authors

1 Education, Psychology and Education, Shahid Beheshti University, Tehran, Iran

2 Management, University of Tehran, Tehran, Iran

3 Education, Psychology and Education, University of Isfahan, Isfahan, Iran

4 University of Isfahan

10.22034/elt.2020.11470

Abstract

Choosing the right method for teaching is an important step in learning. Corporate trainers have always been interested in finding new ways to achieve effective learning. The present study seeks to improve language learning by measuring, comparing and prioritizing the effectiveness of three methods: traditional, blended and flipped method. In terms of purpose and nature, the present study was experimental and with respect to method it was quasi-experimental including a pre-test and a post-test designed with an equivalent control group. The participants consisted of 66 employees in an Iranian organization who were required to attend English language courses. The participants were sampled in accordance with training needs analysis results in the organization. Moreover, data were analyzed by means of descriptive and inferential statistics including mean analysis, standard deviation, F-way ANOVA, and Scheffe post hoc test using SPSS software version 25. The findings of the study indicate a significant difference between the three groups and the ranking of methods in terms of learning effectiveness from the highest to the lowest level includes; 1)Flipped 2) Blended 3) Traditional, respectively. The results showed that in spite of the high effectiveness of the flipped classroom to the other methods, some cultural differences such as family preference, feasts,  training customs and also resistance to new methods of learning hindered the allocation of sufficient time for practicing the lesson at home. In addition, such hindrances partially trace back to ancient Iranian culture. In conclusion, some suggestions were proposed to modify technology acceptance and other related weaknesses. 
 

Keywords


Article Title [فارسی]

آموزش معکوس؛ پاسخی به فلاکت اثربخشی یادگیری

Authors [فارسی]

  • کوروش فتحی واجارگاه 1
  • محمد کریمی ثابت 2
  • میلاد جوانمردی 3
  • سجاد داوودی 4
1 علوم تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه شهید بهشتی، تهران، ایران
2 مدیریت، دانشگاه تهران، تهران، ایرن
3 علوم تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه اصفهان، اصفهان، ایران
Abstract [فارسی]

هدف: انتخاب شیوه‌ آموزش مناسب گامی مهم در جهت یادگیری تلقی می‌شود. متولیان آموزش‌های سازمانی، همواره به یافتن شیوه‌های جدید برای یادگیری‌اثربخش علاقه‌مند بوده‌اند. پژوهش حاضر در صدد است تا با سنجش و مقایسه و اولویت‌بندی اثربخشی شیوه‌های سنتی، ترکیبی و معکوس، در بهبود یادگیری زبان‌انگلیسی گام بردارد.
روش‌کار: پژوهش حاضر از نظر هدف و ماهیت، کاربردی و از نظر روش، نیمه‌آزمایشی و طرح پیش‌آزمون - پس‌آزمون با گروه کنترل معادل می‌باشد. جامعه و نمونه آماری شامل 66 نفر از کارکنان یک سازمان ایرانی بوده است که براساس نتایج نیازسنجی آموزشی، ملزم به حضور در دوره آموزش زبان‌انگلیسی شده‌اند. داده‌ها از طریق آمار توصیفی و استنباطی شامل میانگین و انحراف معیار، F تحلیل واریانس یک‌راهه(آنوا) و آزمون تعقیبی شفه با استفاده از نرم‌افزار SPSS نسخه 25 تجزیه و تحلیل شده است.
یافته‌ها: یافته‌های پژوهش حاکی از وجود تفاوت معنادار بین سه گروه می‌باشد و رتبه‌بندی شیوه‌ها از نظر میزان اثربخشی‌یادگیری از بالاترین به پایین‌ترین سطح شامل: 1)شیوه معکوس2)شیوه ترکیبی3) شیوه سنتی می‌باشد.
نتیجه‌گیری: نتایج پژوهش نشان داد که علیرغم اثربخشی بالای شیوه معکوس نسبت به سایر روش‌ها، برخی از تفاوت‌های فرهنگی نظیر رجحان خانواده، اعیاد و رسم و رسوم بر آموزش مانع از تخصیص زمان کافی به آموزش در منزل می‌گردد که ریشه در فرهنگ دیرینه ایرانیان دارد، همچنین در جهت پذیرش تکنولوژی و سایر نارسایی‌های مترتب؛ اقدامات اصلاحی پیشنهاد گردید.

Keywords [فارسی]

  • آموزش معکوس
  • آموزش ترکیبی
  • اثربخشی
  • یادگیری
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