Introduction: Flipped classroom represents a kind of blended learning in which educational content is delivered outside the classroom and classwork activities is done in the classroom. This study with the purpose of designing, implementing and evaluating of teaching dosage forms with flipped classroom method for pharmacy students has been done. Methods: This was a SoTL (Scholarship of Teaching & Learning) developmental study. It was performed as a flipped classroom for all pharmacy students (34 people) of the fifth term at Guilan University of Medical Sciences. The teacher distributed the content in a CD of PowerPoint to be studied. Subsequently, after a week, the students were divided into six groups in the class, and the questions were proposed with handling a problem based small group strategy. With regard to evaluating, a focus group interview was conducted with the participation of 10 students who purposefully were choosen. Analysis of qualitative contents of data from focus group interviews was prepared by MAXQDA10 software. Results: 34 students were participated in a study who 68% represent women and 32% represent men with 21 ± 0. 5 average age. Evaluation results were extracted as 155 primary codes contain 4 main groups and 11 categories. Main group’ s categories were attraction (innovation, challenge, subject and amusement), cheerful atmosphere (cooperation, engagement), preparedness (prereading, content type, volume of content) and class management (grouping, management of evaluation). Conclusion: This method created more attractive and motivational than traditional learning. As the content was already presented to the students; by asking questions and interacting with students, the class was dropped out of teacher-centered and students were more willing to participate. Additionally, because of the applied contentof lesson, the level of engagement, discussion, and challenge was great.

This paper describes how English as a Foreign Language (EFL) teachers can bring reliable, valid, user-friendly assessment into their classrooms, and thus improve the quality of learning that occurs there. Based on the experience of the author as a an EFL teacher and teacher-trainer, it is suggested that the promotion and development of autonomy, intrinsic motivation, and self-esteem that takes place in a Classroom-Based Assessment (CBA) environment facilitates an holistic approach to language learning and prepares the students for the high-stakes tests that often determine their motivation for learning English. Rather than relying on the memorization of language code, form, lexis, and prepared answers, students who have learned in a CBA environment are able to self-assess, peer-assess, build portfolios, and edit their own work. Not only does this reduce the assessment burden on the teacher, but it also develops the skills of problem-solving, critical thinking, and summarization in the students, in addition to a heightened awareness of the language-learning process. By learning how to set goals, assess their achievements, and reflect on their future learning needs, students become more efficient language learners. While acknowledging the place of standardized, summative tests in contemporary society, it is suggested that CBA in the EFL classroom can enhance long-term learning and consequently enable and empower students to prepare for their future learning needs.

Background and Objective: The purpose of this process was to utilize the flipped classroom for the knowledge and satisfaction improvment of dental students in the preclinical courses of periodontics and pediatric dentistry.Methods and Materials: Students (n=28 in each course) were divided into two groups randomly. In one group the students were instructed by the traditional method (lecture and demonstration), in the other one the students were asked to watch the prerecorded films and the classroom was converted to a place for discussion.Results: Evaluation was done using pre-test and post-test in each group. Results have shown that the knowledge of the students was improved in both groups, but there were not statistically differences between them. All of the students preferred flipped classroom to the lecture one, and were satisfied.Conclusion: This article demonstrates that learners seem to prefer a flipped classroom method. Certainly, it was rated more positively than the traditional classroom on many different characteristics.