The effectiveness of the Flipped Teaching Method in Design Workshops on Self-regulation Skills, Academic Self-efficacy and Design Thinking

Document Type : Original Article

Author

Department of Architecture, College of Art and Architecture, Hamedan Branch, Islamic Azad University, Hamedan, Iran.

Abstract

Introduction: Flipped education is one of the new strategies of cognitive education that can affect cognitive abilities. The present study was conducted with the aim of investigating the effect of Flipped education method in design workshops on self-regulation skills, academic self-efficacy and design thinking of architecture students.

Method: This research was semi-experimental with a pre-test-post-test design with a control group. The statistical population included all students of Hamedan Azad University. Students were randomly divided into two experimental and control groups of 15 people each. The experimental group received Flipped training. The main tools for collecting information in this research included self-regulation questionnaires by Ryan and Kanil (1989), academic self-efficacy by Jink and Morgan (1999) and design thinking by Dosi et al. (2018). In order to analyze the data, Kolmogorov-Smirnov test and Leven test were used to calculate defaults, and MANCOVA multivariate and bivariate analysis of covariance tests were used.


Results: The results of this research showed that Flipped training in design workshops has an effect on self-regulation skills, academic self-efficacy and design thinking of architecture students. By calculating the eta square, the effect of this training on self-regulation skills (54%), academic self-efficacy (51%) and design thinking (73%) was obtained, which can increase related skills.

Discussion and conclusion: The Flipped education method based on design workshops increases academic self-efficacy and self-regulation skills and design thinking. The increase in academic self-efficacy leads to the ability of the student to believe about his own perception of his competences and abilities to understand or do assignments. Also, this educational method helps to increase the student's activity in the design workshop and his self-regulation. And since the increase in the student's mental abilities and design thinking is shown in the practical skills related to assignments, i.e. design; Therefore, university programs should be adjusted in such a way that active teaching methods are used in educational planning and curriculum so that instead of storing data, learners can participate in the education process.

Keywords

References

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