Electronic Flipped Classrooms as a Solution to Educational Problems Caused by COVID 19: A Case Study of Research Course in Iran Higher Education

Abstract

A review of the related literature shows that flipped learning has greatly affected the students’ academic progress. However, despite a large number of studies on different forms of electronic learning, electronic flipped classrooms and traditional electronic(virtual) learning have not been compared to date. This study was an attempt to investigate the impact of traditional electronic, text flipped, and video flipped learning on improving the graduate students' theory and practical knowledge of research methodology. To meet the goal, the researchers employed a quasi-experimental research method, which is quantitative. The researcher selected three intact classes consisting of 48 postgraduate students majoring in social sciences and communication sciences and exposed each class to one form of electronic learning. The findings showed that flipped classrooms were more effective than traditional electronic learning, and text flipped learning was more effective than video flipped classes. The findings can be used by universities as well as university teachers to use electronic flipped classes as an alternative form of electronic learning It can be concluded that the universities need to encourage flipped classrooms in graduate and postgraduate courses as far as the universities can offer face-to-face classes.

Computerized mediated explicit instruction and EFL learners' knowledge of speech acts: Investigating the role of EFL learners’ language proficiency and perceptions

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Matches and mismatches between university teachers’ and students’ perceptions of E-learning: A qualitative study in China

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