The Effect of Upside down approach curriculum on learners' self-directed learning

Document Type : Scientific - Research

Authors

1 Associate professor, Department of Education, Education faculty, Islamic Azad University, South Tehran Branch, Tehran, Iran.

2 Graduated of Ph.D in Curriculum planning, Department of Education, Islamic Azad University, South Tehran Branch, Tehran, Iran.

3 Associate professor, Department of Education, Education faculty, Allameh Tabatabaei University, Tehran, Iran.

Abstract

Objective Today's educational systems in the world with a content-based curriculum do not perform well with the wide-ranging changes that occur in human societies. Because they are unable to develop the motivation, competencies, and skills associated with self-directed learning. Because they are not able to create opportunities to integrate knowledge and skills and provide learners with the experience needed to interact with their surroundings. So, in line with the fast-paced developments of today's world, a curriculum should be used to provide the basis for the growth of today's most important need for self-directed learning. Therefore, this study aimed to investigate the effect of the upside down approach curriculum on learners' self-directed learning.
Materials and methods: The research design used in this study was pre-test and post-test with two groups of control and experiment. Data were collected using Fisher, King and Tago self-directed learning readiness questionnaire. The statistical population of the study consisted of 10th-grade female students in Tehran District 3, of which 70 were selected through convenience sampling. The sample was selected and then divided into experimental and control groups. The experimental group received ten sessions of training through the upside down curriculum and the control group through the traditional curriculum. Descriptive statistics on overall self-directed learning readiness scale and its three subscales (self-management, self-control, and willingness to learn) were presented in two control and experimental groups at two measurement levels (pre-test and post-test) to provide a better understanding. The results are analyzed. In the section of analytical findings, one-way analysis of covariance (ANOVA) examines the effect of curriculum with upside down approach on self-directed learning readiness and its three subscales (self-management, self-control and willingness to learn) Before running this test, the assumptions of the test (normality of data distribution, homogeneity of variances, and regression slope equality) were assured. The findings of the present study indicate that the reversed curriculum increased learners' self-directed learning and its components (self-management, self-control, and willingness to learn) in the experimental group compared to the control group.
Results and discussion: The results of univariate analysis of covariance showed that the effect of a well-designed syllabus on students' self-directed learning was confirmed and considering that the mean of the experimental group was improved in the post-test phase. It can be said that the inverted curriculum increased readiness for self-directed learning. In some ways, it can be acknowledged that an inverted curriculum can be an effective way of realizing learners' self-direction in learning and its subscales. Trying to gain self-directed learning skills increases responsibility for one's own and others' activities, academic achievement, readiness to be present in the workplace, problem-solving, independence, initiative, self-esteem, improved communication, and self-assessment skills. Learners are also able to identify their needs, create goals, control their time and energy with self-management in the learning process. Self-directed learners are responsible for self-management by achieving self-control and can analyse, plan, implement and evaluate their learning activities independently, and can also make the most of their learning resources and practical learning strategies to overcome the problems that occur in the learning process by motivating them and learning to achieve the best learning outcomes.

Keywords


Ajani, K., & Moez, S. (2011). Gap between knowledge and practice in nursing. Procedia-Social and Behavioral Sciences, 15, 3927-3931.
Bembeutty,H. (2008). Self- Regulation of learning and Academic Delay of Gratification, Gender and Ethnic Differences among college students, Journal of Advanced Academics.
Bolhuis, S. , & Voeten, M. J. M. (2004). Teacher's conceptions of student learning and own learning. Teachers and Teaching: theory and practice, Vo10, No1, pp77-98
Candy, P. C. (1991). Self-Direction for Lifelong Learning: A Comprehensive Guide to Theory and Practice. San Francisco: Jossey-Bass Publishers.
Choi, E. , Lindquist, R. , & Song, Y. (2014). Effects of problem-based learning vs. traditional lecture on Korean nursing students' critical thinking, problem-solving, and self-directed learning. Nurse education today, 34(1), 52-56.
Davies, R. S. , Dean, D. L. , & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research and Development, 61(4), 563-580.
Davoodi, A. (2015). Design and development of Burnamy curriculum in teaching (mobility) Mobitaban at the University of Burnaby Islamic Azad University in Varounegh, Daneshgah.
Dehghani, M; Amin Khandaghi, M; Jafar Sani, H; Noghani Dokht Bahmani, M. (2011). Conceptual Pattern Analysis in the Curriculum: A Critique of Research Using Pattern Design Approach in the Curriculum. Encyclopedia of education foundations of Ferdowsi University of Mashhad. Year 1, Number 1.
Derakhshan, E; Zandi, K. (2017). Designing Competencies for Head of Departments; Management and Planning in Educational Systems.
Dochy, F. ; Segers, M. ; Bossche, P. V. D. , & Struyven, K. (2005). Students’Perceptions of a Problem-Based Learning Environment. Learning Environments Research, 8: 41–66.
Enfield, J. (2013). Looking at the impact of the flipped classroom model of instruction on undergraduate multimedia students at CSUN. Techtrends, 57(6), 14-27.
Fahnoe, C. , & Mishra, P. (2013, March). Do 21st century learning environments support self-directed learning? Middle school students’ response to an intentionally designed learning environment. In Society for Information Technology & Teacher Education International Conference (pp. 3131-3139). Association for the Advancement of Computing in Education (AACE).
Ge, X. , & Chua, B. L. (2019). The Role of SelfDirected Learning in PBL: Implications for Learners and Scaffolding Design. The Wiley Handbook of Problem-Based Learning, 367.
Ghanizadeh, A. (2017). The interplay between reflective thinking, critical thinking, self-monitoring, and academic achievement in higher education. Higher Education, 74(1), 101-114.
Guglielmino LM. (2008). Why self-directed learning? International Journal of Self-Directed Learning; 5(1): 1-14.
Guzman, G. , Goldberg, T. S. , & Swanson, H. L. (2018). A meta-analysis of self-monitoring on reading performance of K–12 students. School Psychology Quarterly, 33(1), 160.
Hamdan, N. , McKnight, P. , McKnight, K. , & Arfstrom, K. (2013). A review of flipped learning. Retrieved February 16, 2015.
 Haqqani, F. Azarbazzin, M. (2011). Active Learning, A Strategy to Reduce Theory to Practice in Clinical Education in Medical Education / Journal of Health Education Development and Improvement 11. (9)
Hartman, N. D. , Harper, E. N. , Leppert, L. M. , Browning, B. M. , Askew, K. , Manthey, D. E. , & Mahler, S. A. (2018). A Multidisciplinary Self-Directed Learning Module Improves Knowledge of a Quality Improvement Instrument: The HEART Pathway. Journal for Healthcare Quality, 40(1), e9-e14.
Hassani, F. Salibi, J. Niosha, B. (2014). The Effect of Integrative Educational Effectiveness of Creative Thinking and Creative Thinking on Self-directed Learning in Secondary School Students in Qom. Journal of Initiative and Creativity in Humanities Volume 4, Issue 3.
Hekmat Afshar, M. Sunag, A. Jouybari, L. (2010). Investigating the Experience of Self-direction in Learning: An Educational Case Report. National Seminar on Development of Medical Education in Sanandaj
Hsu, Y. C. , & Shiue, Y. M. (2005). The effect of self-directed learning readiness on achievement comparing face-to-face and two-way distance learning instruction. International Journal of Instructional Media, 32(2), 143.
Joseph, N. (2010). Metacognition Needed: Teaching Middle and High School Students to Develop Strategic Learning Skills. Preventing School Failure: Alternative Education for Children and Youth. . 54(2): 99-103.
Kazemi, H; Omidi Najafabadi, M. (2012). Factors Influencing Self-directed Learning Readiness (SDLR) of Students of Agricultural Faculty of Tehran Science Research Branch. Journal of Agricultural Extension and Education Research, Vol. 5, No. 4.
Khosravi, R; Kafizadeh, M. (2011). Analysis of Tyler's Logic in Curriculum Planning: Justified and Neglected Themes - Journal of Educational Sciences - Year 5 - Number 18
Klotz, J. C. (2010). An Examination of the Relationship between Self-directed learning And Academic Achievement in First Semester College Students. PhD Thesis, Unpublished. Capella University
Lai, C. (2015). Modeling teachers' influence on learners' self-directed use of technology for language learning outside the classroom. Computers & Education, 82, 74-83.
Mehr Mohammadi, M. (2009). Inverted Curriculum Design Pattern in Higher Education.
Mehr Mohammadi, M; Mahmoudi, F. (2013). Inversion: A New Approach to Designing Curricula for Vocational Education (with Emphasis on Educational Sciences) Journal of Curriculum Studies in Higher Education Third Year, Issue 6.
Millard, E. (2012). Reasons flipped classrooms work turning lectures into homework to boost student engagement and increase technology-fueled creativity. University Business. com, 26-29.
Miller, J. P. (2013). Translated by Mehr Mohammadi, Mahmoud. Curriculum theories. Side Publications
Morrow ,L. M. & Other. (1993). Promoting independent reading and writing Through self – directed literacy. Activities in a collaborative setting. Reading research report. no. 2. (Ed). 356-455.
 Nadi, M. Gordan shekan, M& Golparvar, M. (2011). The Effect of Critical Thinking, Problem Solving and Metacognition Training on Self-directed Learning in Students. Journal of Curriculum Research, Islamic Azad University, Khorasgan Branch, 2 (1), 53-61.
Naimi, L; Bigdeli, S; Soltani Arabshahi, S. (2012). Assessment of self-directed learning readiness of students of Rafsanjan University of Medical Sciences, an approach to evaluate the effectiveness of higher education. Journal of Educational Strategies Volume 5, Issue 3.
Nazarpour, M. (2018). Architecture of Learning Environments Based on the Documentary Evolution of Education; Journal of Management and Planning in Educational Systems.
Negahban, T. Ansari, A. Tavakoli M. Shahabinejad, M. Heydari, S. (2013). Rafsanjan University of Medical Sciences Students' Self-directed Learning Readiness Approach to Evaluate the Effectiveness of Higher Education; Journal of Medical Education Development and Research Center Volume 8, Issue 12, Issue 12.
Null, W. (2011). Curriculum: From theory to practice. England: Rowman & Littlefield Publishers, Inc
Park, J. H. , & Lee, E. K. (2018). Influence of professor trust, self-directed learning and self-esteem on satisfaction with major study in nursing students. The Korean Data & Information Science Society, 29(1), 167-178.
Poorshafee H. (2007). Continuous learning: Strategy for sustainable education. Pajooheshgaran J; 4(12-13):7. [Persian]
Pourkarimi, J. Zamari, J. Khobra, K. (2016). The Role of Self-Learning in the Human Resources of Public Agencies (Case Study: Ministry of Cooperative, Entrepreneurial and Social Affairs). Executive Management Research, Eighth Year, No. 15.
Rutkowski, J. , Moscinska, K. (2012). From traditional lecture to video-podcast based lecture, Case studies, Proc. CATE, Naples, pp. 133-140.
Scheithauer, M. C. , & Kelley, M. L. (2017). Self-monitoring by college students with ADHD: The impact on academic performance. Journal of attention disorders, 21(12), 1030-1039.
Sharifi Gourtani, M. Nadi, M. (2016). Modeling Structural Equations Modeling the Relationship between Self-directed Learning, Learning Styles, and Learning Strategies with Academic Achievement in Pre-university Students of Isfahan Public Schools. Journal of Curriculum Research, Islamic Azad University of Khorasgan Branch, 2 (22), 48-60.
Shyr, W. J. , & Chen, C. H. (2018). Designing a technology‐enhanced flipped learning system to facilitate students' self‐regulation and performance. Journal of Computer Assisted Learning, 34(1), 53-62.
Siriwongs, P. (2015). Developing students’ learning ability by dint of self-directed learning. Procedia-Social and Behavioral Sciences, 197, 2074-2079
Slater, C. E. , & Cusick, A. (2017). Factors related to self-directed learning readiness of students in health professional programs: A scoping review. Nurse education today, 52, 28-33. .
Strods, G. (2014). PROMOTION OF STUDENT SELF-DIRECTION THROUGH COOPERATIVE LEARNING IN TEACHER TRAINING International Journal of Self-Directed Learning Volume 11, Number 2. students' readiness for self-directed learning. Nurse education today, 32(4), 427-431.
Suknaisith, A. (2014). The results of self-directed learning for project evaluation skills of undergraduate students. Procedia-Social and Behavioral Sciences, 116, 1676-1682.
Taghipour, M. Abbasi, E. Naimi, A. (2016). Analysis of the Relationship between Quality of Educational Services and Self-directed Learning Skills among Agricultural Students of Tarbiat Modarres University. Iranian Journal of Agricultural Economics and Development Research, 47 (3), 731-742.
Temple, C. , & Rodero, M. L. (1995). Reading around the World: Active Learning in a Democratic Classroom: The" Pedagogical Invariants" of Célestin Freinet. The Reading Teacher, 49(2), 164-167.
Toffler, A. (2002). What is the Third ware? "; Available at: www. Toffler. Com/ thethirdwave/ default. Shtml
Vakilian, M. (2008). Life skills. Tehran: Payam Noor University Press.
van Lankveld, W. , Maas, M. , van Wijchen, J. , Visser, V. , & Staal, J. B. (2019). Self-regulated learning in physical therapy education: a non-randomized experimental study comparing self-directed and instruction-based learning. BMC medical education, 19(1), 50.
 Viskarmi, H; Gravand, H; Nasserian Hajiabadi, H; Afshari Zadeh, S -Montazeri, R. (2012). A Comparative Study of Thinking Functions with Self-directed Learning in Nursing and Midwifery Students of Mashhad University of Medical Sciences. Journal of Research in Medical Education 4 (2)
Wagner, S. (2011). The self–directed learning practices of elementary teachers, PhD Thesis, Unpublished, University of Tennessee, Knoxville.
Weir, C. D. (2017). Understanding self-directed professional development in mathematics for elementary teachers: A phenomenographical study.
Yuan, H. B. , Williams, B. A. , Fang, J. B. , & Pang, D. (2012). Chinese baccalaureate nursing students' readiness for self-directed learning. Nurse education today, 32(4), 427-431.