Background and Objective:In today's classrooms, teaching is more about direct content than inspiring a sense of research and creativity in learners. Given that teaching is a factor that provides opportunities for learners to learn, it is necessary that teaching-learning processes be coordinated with these developments and move from traditional information transfer strategies to new problem-solving that develop abilities. On the other hand, over the past decades, educational standards have emphasized the potential value of learner-centered learning environments in which learners are actively involved in high-level learning activities. learner-centered learning environments require the use of active learning methods in the classroom, including presentations, problem-solving in small groups, self-assessment and peer review, and group discussion, but creating such environments is a challenge. The aim of the present study was to identify the flipped classroom educational outputs via a synthesis research method.
Methods: Therefore, the analysis unit consisted of all related scientific studies, which were based on systematic searches in internal and external databases based on the inclusion criteria of 1298 scientific studies were identified and finally, based on the inclusion criteria, 106 studies were selected for the final analysis. To collect the required data, a researcher made worksheet was employed and to ensure the used coding, two examiners were asked to reencode the findings. For analyzing the data, Roberts ’six-step synthesis model was used via open and axial coding methods in Nvivo-8 software.
Findings: Results indicated that applying flipped classroom instruction to training led to the occurrence of 119 types of educational outputs, which according to the classification of efficiencies in the overall axis of those outputs, including 7 temporal, interaction, skill, personal, group, educational, and teaching dimensions among which the individual dimension achieved the highest educational output
Conclusion: The findings of this study showed that it should be acknowledged that today teaching-learning approaches have evolved, learners prefer to play an active role in the classroom and learning, and they are found to prefer a passive role in the classroom. On the other hand, learning tools and situations have also changed, so in line with these developments, one of the most important things to consider in teaching-learning approaches is to create attractive learning situations. This can be achieved through the use of audio and video technologies as well as the use of flipped class in education. Therefore, further research in this field and recognizing its advantages and obstacles in implementation seems necessary.