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Associate Professor of Curriculum Studies, Kharazmi University
10.18869/acadpub.cstp.4.7.81
Abstract
This study is a narrative inquiry-based research, one that belongs to qualitative and interpretative paradigms. In this research, the narratives of an assistant professor about flipped learning in the university have been analysed and interpreted. The data analysis shows that in flipped teaching we are dealing with the same components of the traditional classroom, but the arrangement and conclusion are different. The teaching happens outside the class, and assignment, exercise discussion on educational content are a part of class activities, and teaching is replaced with them. This arrangement leads to class mobility, increasing of students’ motivation and deep learning. In Also We have discussed some challenges of the implementation of flipped teaching.
golzari,Z. and Attaran,M. (2016). Flipped Learning in Higher Education: Narratives of a Teacher. Theory and Practice in the Curriculum, 4(7), 81-136. doi: 10.18869/acadpub.cstp.4.7.81
MLA
golzari,Z. , and Attaran,M. . "Flipped Learning in Higher Education: Narratives of a Teacher", Theory and Practice in the Curriculum, 4, 7, 2016, 81-136. doi: 10.18869/acadpub.cstp.4.7.81
HARVARD
golzari Z., Attaran M. (2016). 'Flipped Learning in Higher Education: Narratives of a Teacher', Theory and Practice in the Curriculum, 4(7), pp. 81-136. doi: 10.18869/acadpub.cstp.4.7.81
CHICAGO
Z. golzari and M. Attaran, "Flipped Learning in Higher Education: Narratives of a Teacher," Theory and Practice in the Curriculum, 4 7 (2016): 81-136, doi: 10.18869/acadpub.cstp.4.7.81
VANCOUVER
golzari Z., Attaran M. Flipped Learning in Higher Education: Narratives of a Teacher. TPC, 2016; 4(7): 81-136. doi: 10.18869/acadpub.cstp.4.7.81
