Modeling, Bedding and Planning in Flipped Learning Process in Educational System of Medical Sciences University of Babul

Document Type : Original Article

Authors

1 PhD students in Educational Management, Faculty of Engineering and Humanities, Islamic Azad University, Babol, Iran

2 Assistant Professor Educational Management, Department of Educational Management, Faculty of Engineering and Humanities, Islamic Azad University, Babol, Iran. (Corresponding author)

3 Assistant Professor of Educational Management, Department of Educational Management, Faculty of Engineering and Humanities, Islamic Azad University, Babol, Iran

Abstract

Purpose: The aim of this study was to Modeling, bedding and planning in Flipped learning process in educational system of Medical Sciences University of Babul
Methods: The research design was exploratory mixed type. Statistical population in the qualitative section of academic experts and members of the Education and Empowerment Committee of Medical Universities Babol and in the quantitative section; The staff of the Vice Chancellor for Management and Resources Development was the Health and Education Unit of Mazandaran University of Medical Sciences; In the qualitative section, in-depth interviews were conducted with 12 experts using the snowball sampling method, and in the quantitative section, a questionnaire was used to measure the model using the multi-stage relative class method among 310 samples. The validity of the questionnaire was confirmed by face and content method and the reliability was confirmed by Cronbach's alpha method. Data were analyzed by exploratory and confirmatory factor analysis with SPSS and Smart PLS software.
Findings: The results showed that the Flipped learning process has 12 dimensions in terms of learning motivation, individual factors, organizational culture factors, structural factors, the establishment of Flipped learning, facilitation measures, organizational barriers and challenges, non-organizational barriers and challenges, bedrock and planning, awareness, quality of education and quality of learning. The results of the quantitative section showed that all dimensions of the research paradigm model were confirmed.
Conclusion: It is recommended to the officials of Mazandaran University of Medical Sciences; to provide the necessary conditions for the establishment of Flipped learning, make the necessary arrangements according to the results of the present study

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