Flipped Learning

One of the most exciting advancements in the modern classroom is flipped learning. It
hinges on the idea that students learn more effectively by using class time for small
group activities and individual attention. Teachers then assign students lecture
materials and presentations to be viewed at home or outside of the classroom day,
prioritizing active learning.

Teachers explain a concept to students either on video or through presentation

software with voice over. Students can watch the content before class and prepare for
the day’s activities. This “gives them freedom over how, when and where they learn
and it lets them engage with the video content in the way that suits them best,”
according to the Flipped Institute, an online resource that aids teachers in moving
from traditional classroom lecture to the flipped model.

Because the students are already familiar with the material when class begins, they
can spend their time collaborating with their teacher and other students to solidify
their understanding, either individually or in small groups. “Less ‘sit and listen’
equals more ‘do and learn’ — and the flipped model is making class time more
enjoyable, productive and engaging for students and teachers,” the Flipped Institute
continues.

Higher education has been pressured to shift towards more flexible, effective, active,
and student-centered teaching strategies that mitigate the limitations of traditional
transmittal models of education. Lately, the flipped classroom model has been
suggested to support this transition. However, research on the use of flipped
classroom in higher education is in its infancy and little is known about student’s
perceptions of learning through flipped classroom. This study examined students’
perceptions of flipped classroom education in a last year university course in research
methods.

The flipped classroom model is based on the idea that traditional teaching is inverted
in the sense that what is normally done in class is flipped or switched with that which
is normally done by the students out of class. Thus, instead of students listening to a
lecture in class and then going home to work on a set of assigned problems, they read
course literature and assimilate lecture material through video at home and engage in
teacher-guided problem-solving, analysis and discussions in class. Proponents of
flipped classroom list numerous advantages of inverting teaching and learning in
higher education according to the flipped classroom model: it allows students to learn
in their own pace, it encourages students to actively engage with lecture material, it
frees up actual class time for more effective, creative and active learning activities,
teachers receive expanded opportunities to interact with and to assess students’
learning, and students take control and responsibility for their learning (Gilboy,
Heinerichs, & Pazzaglia, 2015; Betihavas et al., 2015).

However, empirical research on the flipped classroom model in higher education, and
more detailed investigations of students’ perceptions of its use, is in its infancy and
the need for further research is underlined by many (Bishop & Verleger, 2013;
Uzunboylu & Karagozlu, 2015; Betihavas et al., 2015; Gilboy et al., 2015).
How Is It Applied?
Teachers may use technology to make the most of class time and encourage student-
driven learning. High schools and colleges and universities are currently leading the
push in implementing the flipped learning paradigm. According to the industry
magazine Education Next, the National Center for Academic Transformation has been
assisting universities in experimenting with flipped learning approaches "across math,
science, English, and many other subjects" for more than a decade.

Because of the strong link between STEM disciplines, the flipped learning technique
is most commonly utilized in science and math classes, according to an online poll by
the Flipped Learning Network and Sophia Learning. 

Implications for Teachers and Students

Teachers have strong reason to continue using the flipped classroom model:
According to the Flipped Learning Network, 67 percent of surveyed instructors
noticed an increase in student test scores and 80 percent saw an increase in student
motivation after using the flipped learning approach. The flipped learning paradigm,
according to teachers, serves a wide variety of kids, from academically gifted to those
with special needs.

Teachers will get the benefits as well. According to the same study, 88 percent of
flipped learning teachers claimed flipping their courses increased their work
satisfaction, and 99 percent indicated they would utilize the approach again the
following year.

References:

Beekes, W. (2006). The “millionaire” method for encouraging

participation. Active Learning in Higher Education, 7(1), 25–36.

https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-016-
0032-z

https://lesley.edu/article/an-introduction-to-flipped-learning#:~:text=Flipped
%20learning%20is%20a%20methodology,modern%20classroom%20is%20flipped
%20learning.