The Effect of Online Flipped Teaching Method on Academic Self-direction and Resilience during Covid-19 pandemic

Document Type : Original Article

Author

Assistant Professor . Farhangeyan university

Abstract

Abstract
Flipped Teaching has doubled the importance of learners' the ability of positive and successful adaptation to adverse conditions as well as their role in accepting learning responsibility through applying new technologies and gradual paradigm change from teacher-centered to student-centered. The aim of this study was to investigate the effect of online flipped teaching on academic self-direction and resilience during COVID-19 pandemic. The statistical population in this Pre-test and post-test quasi-experimental study consisted of 90 sophomore undergraduate students in specialized English language course in three classes in 2021-2022. Using the available sampling method, 60 people (Two classes with 30 people) were allocated by simple random sampling in experimental and control groups as a research sample. The data collection instruments were the standard Fisher et al.'s (2001) Academic Self-Guidance Scale and the Samuel & Wu (2009) Academic Resilience Scale. After confirming the face and content validity of the tools by professors in the field of educational sciences, the validation of the internal consistency method of the questionnaires based on Cronbach's alpha were respectively 0.74 and 0.89. Multivariate analysis of covariance and SPSS software version 24 were used to analyze the statistical data. The results showed that online flipped education had a positive and significant effect on students' self-direction and academic resilience during the COVID-19 pandemic. This means that online flipped education increases students' self-direction and academic resilience.

Keywords

References

منابع
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History

  • Receive Date: 21 December 2021
  • Revise Date: 29 January 2022
  • Accept Date: 22 February 2022

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