Identifying The Components of The Learning Environment Based on Mobile Technology In Order To Implement An Effective Flipped Classroom: A Synthesis Study

Learning environments are considered to be one of the most basic factors of effective learning. With the advent of the 20th century, the nature of these environments has undergone fundamental changes and transformations (Moradi, Fazeli & Hoseni, 2021). In the past decades, when the volume of information was more limited, the methods used could easily help to remember and link information to each other and create new findings. But now that the amount of information has exceeded the previously limited boundaries, traditional learning methods cannot be less effective for the current amount of information (2022, Banks & Kay). This is despite the fact that in recent years, the introduction of the Internet into education changed the attitude and expectations of physical learning environments. Gradually, the learning environment will develop as future schools as lifelong learning centers (2021, OECD). On the other hand, it can be said that technological developments created a new learning environment that has non-physical dimensions. Internet; This environment can be accessed from anywhere through tools such as computers, tablets or smartphones (Mäkelä, Fenyvesi, Kankaanranta, Kenttälä, Merjovaara, Mäki-Kuutti, & Pavlysh, 2021). Therefore, in the present time, according to these developments, one of the most important things that should be paid attention to in learning approaches is the creation of attractive learning environments. This action can be achieved through the use of audio and video technologies as well as the use of concrete examples of content (Li & Huang, 2017). Therefore, to achieve greater effectiveness in learning outcomes in learning environments based on mobile technology, it is necessary to adopt and implement the best approaches that create attractive learning situations. In this regard, according to the successful experiences obtained from the implementation of the reverse approach in different countries, it is necessary to examine the components of this approach in our country in order to check the possibility of implementing this approach in mobile learning environments, so this research aims to The identification of the components of the learning environment based on mobile technology for the implementation of an effective flipped class has been done in a central research method. The current research was conducted qualitatively with a mixed research approach. In this research, after coding and selecting the main categories, in the next step, a combination of these categories was done, which led to the design of a conceptual framework in the field of mobile learning based on reverse learning. The selected statistical population includes researches conducted in the field of mobile learning based on reverse learning, and the criteria for entering the research was to be related to mobile learning, reverse learning, Persian and English from 2013 to 2023. The databases from which these articles were selected are: Mag-Iran database, Normagz, Civilica, Humanities Research Institute, Iran Profile and foreign databases Scopus, Science Direct, ProQuest, Eric, Springer and Google Scholar from 2013 to 2023. AD was for foreign research and 1391 to 1401 for internal research. Data analysis was done using inductive qualitative content analysis and thematic analysis, and after defining the analysis unit, categories were defined and the categories were coded, and after coding all the categories, the codings were evaluated and the data was extracted based on the coding. In this stage, 25 open codes were selected and in the last stage, which is the selection of the main (core) categories, 9 core categories were selected. After analyzing the articles, from the total information collected and coded, close categories were placed in a main category. In this stage, 25 codes were re-selected, and in the last stage, which is the selection of main (core) categories, 9 core categories were selected. The components of the mobile technology learning environment for implementing the flipped class include 9 main components (core category). The first component of training content: includes the content of reverse learning training. The second component of learning methods including learner-centered experiences, learner activity, interaction with others, involvement, cooperative and team learning. The third component of information sharing: includes sharing and publishing information. The fourth component of content production: by the teacher including the ability to produce educational content, the skill of working with video production software. The fifth component of educational goals: including general and partial goals. The sixth component of learner evaluation: axis including task-based evaluation, evaluation based on real experiences, activity-based evaluation, self-evaluation. The seventh component of transferring education outside the classroom: including pre-class preparation and transferring lectures outside the classroom. The eighth component of mobility and portability: includes the sub-components of portability, expandability, mobility, portability, ubiquity. The ninth component of technological support: includes sub-components of technical issues, equipment, internet connection, infrastructure, technology and tools, technological gap, user interface. According to the results of the present research, it is suggested that teachers and professors design educational content in such a way that it can be taught in this approach to implement the flipped class based on mobile technology. It is also necessary to provide training and empowerment courses for professors and teachers in the field of using applied software for content production. It is also suggested to provide the necessary technological platform for the reverse learning environment in schools and universities. One of the limitations of the research is that the components of the learning environment based on mobile technology have not been externally validated in order to implement an effective reverse classroom, and external validation is necessary for its application.