Hasan Kavianii, Mohammad Javad Liaghatdar, Bi Bi Eshrat Zaman, Yasamin Abediny,
Volume 6, Issue 11 (9-2018)
Abstract
| Flipped classroom is a way to create positive changes in education; therefore, in the present study we tried to offer a comprehensive operating model of implementation of this method based on research synthesis. The corpus of this study consisted of all scientific articles published about the implementation of flipped classroom. From this corpus 1084 papers were identified through constant searching of the scientific data bases and a total of 100 articles were selected for the final analysis. A researcher-made worksheet form was used for the purpose of reporting and submitting information. The obtained data were analyzed through six-step model for meta-synthesis Roberts using Open and axial coding techniques. According to the findings Curriculum Design in the flipped classroom includes a change in the structure of classroom which has defined different and new roles and responsibilities for teachers and learners. |
Marziyeh Motamedi Mohammadabadi, Ahmadreza Nasr Esfahni, Bibi Eshrat Zamani, Abbas Assadi,
Volume 10, Issue 19 (3-2022)
Abstract
The purpose of this study is to develop framework for the media literacy curriculum at Farhangian University. This research was conducted with a qualitative approach through interviews with 28 experts in three groups: communication science specialists, educational sciences and media literacy activists. Sampling was performed purposefully. Content validity was used to determine the validity of the interview and the data were analyzed by categorization method. According to experts, the goals of the media literacy curriculum include media studies, media management, critique and analysis skills, user ethics and media use. Content also includes concepts and generalities, media techniques, message critique, consumption pattern modification, ethics, and media usage. For this purpose, explanatory, problem-oriented, participatory-oriented, critical and workshop methods should be used for teaching, and observational, functional, project, test, self-assessment and self-evaluation methods should be used. The obtained framework can be the basis for designing a media literacy curriculum at Farhangian University.
