سنتز پژوهی شایستگی های معلمان برای کلاس معکوس

ابراهیمی، سارا. (1401). تعیین شایستگی‌های معلمان در تدریس آنلاین. رهیافتی نو در مدیریت آموزشی. 13(2)123-108. doi: 10.30495/jedu.2022.27258.5450

حاجی‌زاده، خدیجه و قره‌باغی یامچی، فریده و پشم‌دوست، مریم(1402). بررسی تاثیر نقش معلم و کلاس درس معکوس بر انگیزش درونی و یادگیری، اولین همایش بین‌المللی جامعه شناسی، علوم اجتماعی و آموزش و پرورش با رویکرد نگاهی به آینده، بوشهر، https://civilica.com/doc/1782135 .

سادات مهریزی، سیدمجتبی و کارآموز، سیده‌فاطمه(1399)، نقش معلم در کلاس معکوس، هشتمین کنفرانس ملی توسعه پایدار در علوم تربیتی و روانشناسی، مطالعات اجتماعی و فرهنگی، تهران، 8(1).

کاویانی، حسن، لیاقت‌دار، محمدجواد، زمانی، بی بی عشرت و عابدینی، یاسمین. (1396). فرآیند یادگیری در کلاس معکوس: بازنمایی از برنامه‌درسی تجربه شده در آموزش عالی. مطالعات برنامه درسی آموزش عالی، 8(15).214-179.

مارش،کالینجِی(1387). پژوهش تلفیقی: سنتزپژوهی، در شورت، ادموند سی(1387)، روش شناسی مطالعات برنامۀدرسی، ترجمۀ محمودمهرمحمدی و همکاران،تهران: سمت.

مومنی مهموئی، حسین و بیدل، محمدرضا، (1401). نقش آموزش مجازی در یادگیری دانش‌آموزان، مطالعاتروانشناسی و علوم تربیتی، 5(45).

ولایتی‌پور، رضا(1402). بررسی تاثیر یادگیری الکترونیکی و آموزش مجازی بر میزان یادگیری دانش آموزان، پنجمین همایش ملی پژوهشهای حرفه‌ای در روانشناسی و مشاوره با رویکرد از نگاه معلم، 5(1).

هاشمی، محمد(1397). رشد تکنولوژی در آموزش .33(6).

Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in theflipped classroom: definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1-14

Abushammala, M. F. (2019). The effect of using flipped teaching in project management class for undergraduate students. JOTSE: Journal of Technology and Science Education, 9(1), 41-50

Aidoo, B., Macdonald, M. A., Vesterinen, V. M., Pétursdóttir, S., & Gísladóttir, B. (2022). Transforming teaching with ICT using the flipped classroom approach: Dealing with COVID-19 pandemic. Education Sciences, 12(6), 421.

Albeta, S. W., Islami, N., Copriady, J., & Alimin, M. (2023). Blended learning: Learning outcomes, class dynamics, and perceptions of students and teachers-a systematic literature review. Educational Administration: Theory and Practice, 29(1), 43-57.‏

Ali, A., Khan, R. M. I., & Alouraini, A. (2023). A comparative study on the impact of online and blended learning. SAGE Open, 13(1), 21582440231154417

Alsowat, H. (2016). An EFL flipped classroom teaching model: Effects onEnglish language higher-order thinking skills, student engagement andsatisfaction. Journal of Education and Practice, 7(9), 108-121.

and International Education, 1-18.

Aprilia, N., Syahril, S., & Azhar, A. (2024). Needs Analysis for the Development of Blended Learning Media Based on PBL to Improve Critical Thinking Skills. Jurnal Paedagogy, 11(1), 186-196.‏

Asaka S, Shinozaki F, Yoshida H. The EffectOf A Flipped Classroom Approach On Efl Japanese Junior High School Students’Performances And Attitude. Int J HeritageMultimed 2018; 1(3): 71-87

Aslan, S. (2022). Using Cooperative Learning and the Flipped Classroom Model with Prospective Teachers to Increase Digital Literacy Self-Efficacy, Technopedagogical Education, and 21st-Century Skills Competence. International Journal of Progressive Education, 18(3), 121-137.

Ahuja, Anand Nayyar, and Mehedi Masud. "Blended learning tools and practices: A comprehensive analysis." Ieee Access 9 (2021): 85151-85197

Bhalla, J. (2020). Computer Use by School Teachers in Teaching-Learning Process.

Bowles, M., & Kaviani, A. (2023). Perceptions of teacher competencies in a new higher education blended learning programme: An exploratory study. Studies in Technology Enhanced Learning, 3(2)

Chilingaryan, K., & Zvereva, E. (2017). Methodology of flipped classroom as a learning technology in foreign language teaching. Procedia-Social and Behavioral Sciences, 237, 1500-1504.

Colomo Magaña, A., Colomo Magaña, E., Guillén-Gámez, F. D., & Cívico Ariza, A. (2022). Analysis of prospective teachers’ perceptions of the flipped classroom as a classroom methodology. Societies, 12(4), 98.

Defensor, Marshal C., Ruby I. Defensor, and Christopher Yap Wright. "Qualitative Case Study of a Virtual Education Program: Challenges and Future Directions." European Journal of Educational Research 13, no. 1 (2024).

Defensor, Marshal C., Ruby I. Defensor, and Christopher Yap Wright. "Qualitative Case Study of a Virtual Education Program: Challenges and Future Directions." European Journal of Educational Research 13, no. 1 (2024).

del Carmen López, L., Vásquez, D. H., & Castillo, N. L. R. (2024). Online education: roles, competencies and motivational strategies of university teachers. Revista Multidisciplinaria Voces de América y el Caribe, 1(1), 154-180.

del Carmen López, L., Vásquez, D. H., & Castillo, N. L. R. (2024). Online education: roles, competencies and motivational strategies of university teachers. Revista Multidisciplinaria Voces de América y el Caribe, 1(1), 154-180.

Domu, I., Pinontoan, K. F., & Mangelep, N. O. (2023). Problem-Based Learning in the Online Flipped Classroom: Its Impact on Statistical Literacy Skills. Journal of Education and e-Learning Research, 10(2), 336-343.

Driscoll III, T. F., & Petty, K. A. (2017). Student-driven education withflipped learning and 20-time. In Flipped Instruction: Breakthroughs in Research and Practice (pp. 372-389). IGI Global.

Ebrahimi, Sara. (2021). Determining teachers' competencies in online teaching. A new approach in educational management. 13(2)123-108(In Persian).

Gómez-Carrasco, C. J., Monteagudo-Fernández, J., Moreno-Vera, J. R., & Sainz-Gómez, M. (2019). Effects of a gamification and flipped-classroom program for teachers in training on motivation and learning perception. Education Sciences, 9(4), 299.

Fairman, J. C., Smith, D. J., Pullen, P. C., & Lebel, S. J. (2022). The challenge of keeping teacher professional development relevant. In Leadership for Professional Learning (pp. 251-263). Routledge.

Fan, S., Trimble, A., Kember, D., Muir, T., Douglas, T., Wang, Y., ... & Mainsbridge, C. (2024). Supporting engagement and retention of online and blended-learning students: A qualitative study from an Australian University. The Australian Educational Researcher, 51(1), 403-421.‏

Faulkner, J., & Latham, G. (2016). Adventurous lives: Teacher qualities for 21st century feedback. Computers & Education, 107, 113-126.

Firouzi, Zahra, Karami, Morteza, Saeedi Rezvani, Mahmoud, and Karsheki, Hossein (2015). Investigating the Effectiveness of David Merrill's Method in In-Service Training of Teachers, 7 (1), 70-49. (In Persian)

Flipped classroom study for an introductory differential equationscourse. Primus, 25(9-10), 907-921

Foreign language teaching. Procedia-Social and Behavioral Sciences, 237(21), 1500-1504

Fraga, L. M., & Harmon, J. (2014). The flipped classroom model of learningin higher education: An investigation of preservice teachers’ perspectivesand achievement. Journal of Digital Learning in TeacherEducation, 31(1), 18-27.

Francom, G. M., Bybee, D., Wolfersberger, M., & Merrill, M.D. (2009). A task-centered, peer-interactive redesign. Tech Trends, 53(3), 35–42.

Goh CF, Ong ET. Flipped classroom as aneffective approach in enhancing studentlearning of a pharmacy course with a historically low student pass rate. Curr PharmTeach Learn 2019; 11(6): 621-629.

González-Gómez, D., Jeong, J. S., & Rodríguez, D. A. (2016). Performanceand perception in the flipped learning model: an initial approach toevaluate the effectiveness of a new teaching methodology in a generalscience classroom. Journal of Science Education and Technology, 25(3), 450-459.

Guasch, T., Alvarez, I., & Espasa, A. (2010). University teacher competencies in a virtual teaching/learning environment: Analysis of a teacher training experience, Teaching and Teacher Education, 26, 199–206.

Hajizadeh, Khadijeh and Gharebaghi ​​Yamchi, Farideh and Pashmdoost, Maryam, (2022)., Investigating the effect of the teacher's role and flipped classroom on intrinsic motivation and learning, First International Conference on Sociology, Social Sciences and Education with a Future Perspective, Bushehr, https://civilica.com/doc/178213 (In Persian)

Hashemi, Mohammad (2018). The growth of technology in education. 33(6) (In Persian)

Hoq, M. Z. (2020). E-Learning during the period of pandemic (COVID-19) in the kingdom of Saudi Arabia: an empirical study. American Journal of Educational Research, 8(7), 457-464.

Hotle, S. L., & Garrow, L. A. (2016). Effects of the traditional and flippedclassrooms on undergraduate student opinions and success. Journal ofProfessional Issues in Engineering Education and Practice, 142(1), 05015005.

Houghton, J. (2023). Learning modules: problem-based learning, blended learning and flipping the classroom. The Law Teacher, 57(3), 271-294

Ijeoma, M. O., & Agbo, N. M. (2024). Virtual Communication Competencies for Effective Virtual Pedagogy in Basic Electricity. Online Journal for TVET Practitioners, 9(1), 105-111.

Ijeoma, M. O., & Agbo, N. M. (2024). Virtual Communication Competencies for Effective Virtual Pedagogy in Basic Electricity. Online Journal for TVET Practitioners, 9(1), 105-111

Jensen, J. L., Kummer, T. A., & Godoy, P. D. D. M. (2015). Improvementsfrom a flipped classroom may simply be the fruits of activelearning. CBE—Life Sciences Education, 14(1), ar5.

Jensen, J. L., Kummer, T. A., & Godoy, P. D. D. M. (2015). Improvementsfrom a flipped classroom may simply be the fruits of activelearning. CBE—Life Sciences Education, 14(1), ar5.

Johnson, G. (2012). Students, please turn to YouTube for yourassignment. Educ Can, 52, 16.

Karabatak, S., & Polat, H. (2019). The effects of the flipped classroom model designed according tothe ARCS motivation strategies on the students’ motivation and academic achievement levels. Education and Information Technologies, 25(3), 1475-1495.

Karami, Morteza (2013). Designing and Measuring the Impact of Constructivist Learning Environments on Satisfaction, Attitude, and Learning in Higher Education, Iranian Higher Education. 5(1), 50-2(In Persian)

Karami, Morteza, Ghobadi, Kobra, and Haddadi, Safieh (2016). Evaluating the effectiveness of Dick and Carey's instructional design model in in-service training of university staff, 6(1), 21-38. (In Persian)

Kaviani, Hassan, Liaghat Dar, Mohammad Javad, Zamani, Bibi Eshrat, Abedini, Yasmin. (2017). The learning process in the flipped classroom: Representation of the curriculum experienced in higher education. Higher Education Curriculum Studies, 8(15). 214-179(In Persian)

Ke, L., Xu, L., Sun, L., Xiao, J., Tao, L., Luo, Y., ... & Li, Y. (2023). The effect of blended task-oriented flipped classroom on the core competencies of undergraduate nursing students: a quasi-experimental study. BMC nursing, 22(1), 1.

Kilag, O. K. T., Bariquit, I. A., Glipa, C. G., Ignacio, R. A. R. A., Alvez, G. U., Guilot, R. T., & Sasan, J. M. (2023). Implication of Individual Plan for Professional Development (IPPD) on Teachers’ Professional Development and Career Advancement. Basic and Applied Education Research Journal, 4(1), 12-18.

Kömür, İ. A., Kilinç, H., & Okur, M. R. (2023). The Rotation Model in Blended Learning. Asian Journal of Distance Education, 18(2), 63-74.

Kumar, A., Krishnamurthi, R., Bhatia, S., Kaushik, K., Ahuja, N. J., Nayyar, A., & Masud, M. (2021). Blended learning tools and practices: A comprehensive analysis. Ieee Access, 9, 85151-85197.

Kurt, G. (2017). Implementing the flipped classroom in teacher education: Evidence from Turkey. Journal of Educational Technology & Society, 20(1), 211-221.

Lamb, S., Maire, Q., & Doecke, E. (2017). Key skills for the 21st century: Anevidence-based review. Project Report. NSW Department of Education, Sydn. learning perception. Education Sciences, 9(4), 299-308. learning. Australian Journal of Teacher Education, 41(4), 137-150

Lee, N., Lee, L. W., & Kovel, J. (2016). An experimental study ofinstructional pedagogies to teach math-related content knowledge inconstruction management education. International Journal of Construction Education and Research, 12(4), 255-269.

Li, D. H., Jiang, B. S., Li, H. Y., & Liu, X. P. (2016). Design of experiment course “Computer‐aided landscape design” based on flipped classroom. Computer Applications in Engineering Education, 24(2), 234-240

Li, S., He, J., Tao, Y., & Liu, X. (2022). The effects of flipped classroom approach in EFL teaching: Can we strategically use the flipped method to acquire communicative competence?. Language Teaching Research, 13621688221081575.

Liakopoulou, M. (2011). The professional competence of teachers: Which qualities, attitudes, skills and knowledge contribute to a teacher’s effectiveness. International Journal of Humanities and Social Science, 1(21), 66-78.

Mallarangan, A. D. D., Rahman, A., Nur, S., Lathifah, Z. K., & Lubis, F. M. (2024). Analysis Of The Influence Of Continuous Training Development And Education On Professional Competence Of Teachers In Public Schools. Journal on Education, 6(2), 13449-13456.

Marsh, Kalinga (2008), Integrated Research: Synthesis Research, in: Short, Edmund C. (2008), Research Methodology. Translated by Mahmoud Mehrmohammadi et al., Tehran: Samat(In Persian)

Mennella, T. A. (2016). Comparing the efficacy of flipped vs. alternativeactive learning in a college genetics course. The American Biology Teacher, 78(6), 471-479.

Momeni Mahmoui, Hossein and Bidel, Mohammad Reza, (2022). The role of virtual education in students' learning, Psychological and Educational Sciences Studies, 5(45).

Moos, D. C., & Bonde, C. (2016). Flipping the classroom: Embedding self-regulated learning prompts in videos. Technology, Knowledge and Learning, 21(2) 225-242.

Müller, C., & Mildenberger, T. (2021). Facilitating flexible learning by replacing classroom time with an online learning environment: A systematic review of blended learning in higher education. Educational Research Review, 34, 100394.

Naimi-Akbar, I., Weurlander, M., & Barman, L. (2023). Teaching-learning in virtual learning environments: a matter of forced compromises away from student-centredness?. Teaching in Higher Education, 1-17.

Özpinar, İ., Yenmez, A. A., & Gökçe, S. (2016). An application of flippedclassroom method in the instructional technologies and materialdevelopment course. Journal of Education and training Studies, 4(12), 213-226

Park, Y., & Doo, M. Y. (2024). Role of AI in Blended Learning: A Systematic Literature Review. International Review of Research in Open and Distributed Learning, 25(1), 164-196.

Philipsen, B., Tondeur, J., Pareja Roblin, N., Vanslambrouck, S., & Zhu, C. (2019a). Improving teacher professional development for onlineand blended learning: A systematic meta-aggregative review.

Philipsen, B., Tondeur, J., Pynoo, B., Vanslambrouck, S., & Zhu, C. (2019). Examining lived experiences in a professional development program for online teaching: A hermeneutic phenomenological approach. Australasian Journal of Educational Technology, 35(5), 46-59.‏

Poulain, P., Bertrand, M., Dufour, H., & Taly, A. (2023). A field guide for implementing a flipped classroom. Biochemistry and Molecular Biology Education, 51(4), 410-417.

Prestoza, M. J. (2024). Assessing remote learning's feasibility: A comprehensive analysis of Philippine public-school teachers’ use of learning management systems and blended learning approaches. Journal of Research, Policy & Practice of Teachers and Teacher Education, 14(1), 21-27.‏

Purnama, H. I., Wilujeng, I., & Jabar, C. S. A. (2023). Blended learning in elementary school science learning: A systematic literature review. Int J Eval & Res Educ ISSN, 2252(8822), 1409.

Quvvatov, B. (2024). GLOBAL IN VIRTUAL LEARNING MOBILE APP CREATION INFORMATION SYSTEMS AND TECHNOLOGIES. Science and innovation in the education system, 3(1), 95-104.

Sadat Mehrizi, Seyed Mojtabi and Karamooz, Seyedeh Fatemeh, (2019), The Role of the Teacher in the Flipped Classroom, The Eighth National Conference on Sustainable Development in Educational Sciences and Psychology, Social and Cultural Studies, Tehran, 8(1) (In Persian)

Sancar, R., Atal, D., & Deryakulu, D. (2021). A new framework for teachers’ professional development. Teaching and teacher education, 101, 103305.

Saraji, Farhad and Movahedi, Reza and Sayatkhah, Monir (2014). Investigating the extent to which virtual university instructors have teaching skills in these courseshttps://civilica.com/doc/193537, (In Persian)

Schmid, R. F., Borokhovski, E., Bernard, R. M., Pickup, D. I., & Abrami, P. C. (2023). A meta-analysis of online learning, blended learning, the flipped classroom and classroom instruction for pre-service and in-service teachers. Computers and Education Open, 5, 100142.‏

Sevillano-Monje, V., Martín-Gutiérrez, Á., & Hervás-Gómez, C. (2022). The flipped classroom and the development of competences: A teaching innovation experience in higher education. Education Sciences, 12(4), 248.

Short, C. R., Graham, C. R., Holmes, T., Oviatt, L., & Bateman, H. (2021). Preparing teachers to teach in K-12 blended environments: A systematic mapping review of research trends, impact, and themes. TechTrends, 65(6), 993-1009.‏

Sirakaya, Didem A., & Özdemir, S. (2018). The effect of a flipped classroom model on academicachievement, self-directed learning readiness, motivation and retention. Malaysian Online Journal of Educational Technology, 6(1), 76-91.

Smith, C., & Gillespie, M. (2023). Research on professional development and teacher change: Implications for adult basic education. In Review of Adult Learning and Literacy, Volume 7 (pp. 205-244). Routledge. teaching competencies in primary education. Compare: A Journal of Comparative

Thai, N. T. T., De Wever, B., & Valcke, M. (2017). The impact of a flippedclassroom design on learning performance in higher education: Lookingfor the best “blend” of lectures and guiding questions withfeedback. Computers & Education, 107, 113-126

Torres-Martín, C., Acal, C., El-Homrani, M., & Mingorance-Estrada, Á. C. (2022). Implementation of the flipped classroom and its longitudinal impact on improving academic performance. Educational technology research and development, 70(3), 909-929.

Tovalino Cordova, O. L., Arteaga Cruz, W. L., & Solís Trujillo, B. P. (2024). Mathematical competencies in the virtual education modality: Systematic review. Horizontes Revista de Investigación en Ciencias de la Educación, 8(33), 1140-1152.

Ulugbekova, S., & Botirova, Z. (2023). THE PROFESSIONAL COMPETENCE OF TEACHERS. Евразийский журнал академических исследований, 3(1 Part 1), 45-48.

Van Werven, I. M., Coelen, R. J., Jansen, E. P., & Hofman, W. H. A. (2021). Global

Van Werven, I. M., Coelen, R. J., Jansen, E. P., & Hofman, W. H. A. (2023). Global teaching competencies in primary education. Compare: A Journal of Comparative and International Education, 53(1), 37-54.

Velayatipour, Reza, (2022)., Investigating the impact of e-learning and virtual education on students' learning, Fifth National Conference on Professional Research in Psychology and Counseling with a Teacher's Perspective, 5(1) (In Persian)

Wang Y, Qi GY. Mastery-based languagelearning outside class: Learning support inflipped classrooms. Lang Learn Technol2018; 22(2): 50-74.

Wang, Y., Wu, J., Chen, F., & Li, J. (2024). Analyzing Teaching Effects of Blended Learning with LMS: An Empirical Investigation. IEEE Access.

Wikanta, W., Gayatri, Y., & Juniawan, M. F. (2023). The Urgency and Challenges of Flipped Classroom as A Learning Mode in The Digital Era in Indonesia. In Proceeding of The Progressive and Fun Education International Conference (Vol. 8, No. 1, pp. 227-236).

Yong, D., Levy, R., & Lape, N. (2015). Why no difference? A controlled Yong, D., Levy, R., & Lape, N. (2015). Why no difference? A controlledflipped classroom study for an introductory differential equationscourse. Primus, 25(9-10), 907-921

Zamani, Seyed Qasem and Shakib Manesh, Hoda. (2019). The Position of the Legitimate Expectations Principle in the World Trade Organization. Public Law Research, 21(64), 9-32. doi: 10.22054/qjpl.2019.21762.1513.. (In Persian)