Introduction: The flipped classroom based on instructional  design is one of the student based teaching approaches that is expanding today. This teaching method promotes autonomy and effective cooperative learning in learners. The purpose of this study is to determine the effectiveness of this instructional approach based on the ADDIE model in learners.
Method: This semi- experimental study was conducted on Students of Community- Based Education of Health at Shahid Beheshti University of Medical Sciences in 1400. The intervention included the implementation of a virtual flipped class using the ADDIE model for the research methods course with a focus on research proposal writing. The effectiveness of the intervention results was evaluated using the first and second levels of Kirkpatrick’s model's compared to the results of the common approch. Data collection tool was the satisfaction questionnaire and the checklist to evaluate the dimensions of the research proposal. Data were analyzed by Descriptive and inferential tests, including mean and standard deviation, and frequency, and Wilcoxon's test (Related Samples Wilcoxon Signed Rank Test).
Result: Results showed satisfaction of more than 60% of the research participants in a very high range. The results of the two Kirkpatrick’s model level showed a statistically significant difference (P<0.05, Z=-2.001) in the learning rate of the flipped classroom approch in a comparison with the common instructional approch showed. The learning results in most of the examined items in the dimensions of proposal writing after the implementation of the flipped class compared to the common approch, led to an improvement of learning by more than 50%.
Conclusion: The results of this study indicated that teaching with an flipped classroom approach based on the ADDIE model can improve both learning and quality also, quantity of written proposals.