MA holder, Educational Sciences department, Educational Management, Sama School, Rafsanjan, Iran.
NAHQ/nahq.2023.194270
Abstract
The flipped classroom method is a modern teaching approach where learners, instead of passively listening to lectures in class, first study the materials outside the classroom and then actively engage in learning through exercises and puzzles during class. Initial evidence suggests that the flipped teaching method can contribute to improving learning outcomes and better understanding of the content. Descriptive and documentary research method is one of the research methods in humanities and social sciences that focuses on interpreting documents and records related to the research topic. The results have shown that the use of the flipped teaching method can significantly enhance self-directed learning and information literacy among learners. This teaching approach, by emphasizing students' investigative and analytical activities, improves their ability to process information and evaluate sources. This review confirms positive and meaningful outcomes in the realm of self-directed learning and information literacy, emphasizing that the flipped teaching method can serve as an effective tool in enhancing student learning.
Nikukar, F. (2024). A Review of the Effectiveness of the Flipped Teaching Method on Self-directed Learning and Information Literacy. The New Approaches in Humanities, 1(3), 19-29. doi: NAHQ/nahq.2023.194270
MLA
Fahimeh Nikukar. "A Review of the Effectiveness of the Flipped Teaching Method on Self-directed Learning and Information Literacy". The New Approaches in Humanities, 1, 3, 2024, 19-29. doi: NAHQ/nahq.2023.194270
HARVARD
Nikukar, F. (2024). 'A Review of the Effectiveness of the Flipped Teaching Method on Self-directed Learning and Information Literacy', The New Approaches in Humanities, 1(3), pp. 19-29. doi: NAHQ/nahq.2023.194270
VANCOUVER
Nikukar, F. A Review of the Effectiveness of the Flipped Teaching Method on Self-directed Learning and Information Literacy. The New Approaches in Humanities, 2024; 1(3): 19-29. doi: NAHQ/nahq.2023.194270
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