A Theoretical Framework of Flipped Classroom: Drawing Pointers for Learner-Centered Learning

پژوهش نامه مبانی تعلیم و تربیت

Article 3, Volume 7, Issue 2, March 2018, Pages 59-78   

Document Type: پژوهشی

DOI: 10.22067/fedu.v7i2.63726

Authors

hasan kaviani; mohamad javad liaghatdar^* ; bi bi eshrat zamani; yasamin abedini

isfahan

Abstract

The main aim of the present study is to explain the theoretical framework of the concept of the flipped classroom approach and to answer the question that how theflipped classroom approach, which is a pivotal and active learning claim, responds to the challenge of time management in classrooms and facilitates pivotal and active learning. To achieve this goal, systematic review and conceptual analysis methods were employed. The results indicated that each of the basic components of the flipped classroom approach consists of elements comprising the component of instructions inside classrooms, covering learner-centered learning theories and interactive activities, and the component of instructions outside classrooms, including teacher-centered learning theories and direct learning. In addition, the flipped classrooms responds with the transfer of lectures outside the classrooms and the allocation of class time to improve learners' understanding and learning activities for better understanding the lesson concepts and meet the aforementioned challenges. Moreover, the learner-centered learning activities include active learning, peer learning, cooperative learning, problem-solving learning, and participatory learning, which was consistent with theoretical evidence of the flipped classroom approach.

Keywords

flipped classroom; Learner-centered learning; Constructivism

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