Analysis of the consequences of flipped learning from the perspective of pre-service teachers of Farhangian University

The present research was conducted with the aim of analyzing the consequences of virtual flipped learning from the perspective of pre-service teachers of Farhangian University in a qualitative and phenomenological way. Due to the nature of the research, purposive sampling method was used, which obtained data was saturated with in-depth interviews with 9 pre-service teachers. The content analysis method was used to analyze the collected data and MAXQDA11 software was used as an auxiliary method in entering the data. Findings from pre-service teachers’ perceptions about the consequences of this method were summarized in 6 main themes:increase of technological competences, learning promotion and improvement, social and communication issues, psychological, personalization of learning, and control of learning. Pre-service teachers’ perception shows that from their point of view, using the virtual flipped classroom is a positive step in improving the level of education and has positive consequences in various dimensions. Virtual flipped learning can make learning more effective and personalized for learners, and the issue of education can be controlled by students in terms of time, place and speed so that they can adjust education to their learning speed.