Effect Of Flipped Learning Method On Students’ Self- Directed Learning Readiness And Learning In The Computer Basics Course

Supporting the use of information and communication technology in the field of education, such as planning, content development, teaching-learning practices, especially in higher education environments, is one of the most important requirements for improving the quality of education and learning. The flipped learning method is one of the teaching methods that is based on the use of technology in curriculum. The purpose of this study was to investigate the effect of flipped -learning on the readiness of students’ self-directed learning and learning in computer basics course.

The present study is semi-experimental and a pre-test post-test design with control group has been used. participants in this study included 41 students who were randomly assigned to three groups: group flipped learning, individual flipped learning, and control group. In the control group, the traditional teaching method (teaching by the teacher in the classroom and providing homework), and in the two groups of experiments (group and individual flipped methods), education was provided at home, through technology using online and social networks, and they were practicing in the classroom by teacher. self-directed learning readiness questionnaire by Fisher et al, and teacher-made tests were used to gather the data. As well as, analysis of variance (ANOVA) at 0.05 significant level was used for data analysis.

The results of the study showed that the means of self-directed learning readiness variable in flipped learning groups based on group and individual activities increased compared to the control group, however, there was no significant difference in subscale of SDL and only significant difference was observed in the subscale of self-management. Regarding the learning variable, although the mean of experiment groups is more than control but there was no significant difference between groups, but only in the subscale of practical learning were significant differences, and, flipped learning groups worked better.