teacher Student interaction Through Flipped Improvement of classroom and Self-regulation training in E-learning

With the advent of information technology, major changes have taken place in the field of education and learning. E-learning has been the product of the growth of new technologies, which has grown significantly in the last two years after the coronavirus epidemic and the closure of schools. It can be said that almost all pupils and students experienced this type of learning. E-learning, like other learning, requires the active participation of learners in the learning process. But statistical reports indicate that due to the low interactions between teacher and students and their reduced participation in learning, the output of this type of learning has not been very satisfactory. In addition, due to the short time since e-learning became widespread (following the outbreak of the Corona virus in March ۲۰۱۹), a study that comprehensively examines ways in which students and teachers are involved is not available. The purpose of this study is to investigate effective methods for engaging students and teachers and increasing their interactions in online environments (e-learning). For this purpose, through systematic review and using the keywords Online Learning, Student Engagement, Online learning environments, E-Learning, Online teaching, Active learning, Engagement Strategies and Online-based learning in the Web of Science and Scopus databases Along with the articles in Iran, the keywords of online learning, e-learning, e- instruction, engagement strategies, engaging strategies, collaborative learning and Flipped classroom were systematically reviewed. The results showed that self-regulated learning model and Flipped classroom can be considered as the most appropriate model of e-learning and e-learning in order to increase students' academic engagement and expand their interactions.

کلیدواژه ها:

academic engagement ، E-learning ، Flipped classroom ، student interactions