It aims to increase student engagement and learning by having pupils complete readings at home, and work on live problem-solving during class time.
In traditional classroom instruction, the teacher is typically the leader of a lesson, the focus of attention, and the primary disseminator of information during the class period.
Many traditional instructional models rely on lecture-style presentations of individual lessons, limiting student engagement to activities in which they work independently or in small groups on application tasks, devised by the teacher.
[2] Typically, this style of teaching also involves giving students the at-home tasks of reading from textbooks or practicing concepts by working, for example, on problem sets.
With a flipped classroom, 'content delivery' may take a variety of forms, often featuring video lessons prepared by the teacher or third parties, although online collaborative discussions, digital research, and text readings may alternatively be used.
In-class lessons accompanying flipped classroom may include activity learning or more traditional homework problems, among other practices, to engage students in the content.
Class activities vary but may include: using math manipulatives and emerging mathematical technologies, in-depth laboratory experiments, original document analysis, debate or speech presentation, current event discussions, peer reviewing, project-based learning, and skill development or concept practice[6][7] Because these types of active learning allow for highly differentiated instruction,[8] more time can be spent in class on higher-order thinking skills such as problem-finding, collaboration, design and problem solving as students tackle difficult problems, work in groups, research, and construct knowledge with the help of their teacher and peers.
[4][11][12][13] Militsa Nechkina, a member of the USSR Academy of Pedagogical Sciences, first proposed the flipped classroom model in 1984.
[14] In 1993, Alison King published "From Sage on the Stage to Guide on the Side," in which she focuses on the importance of the use of class time for the construction of meaning rather than information transmission.
While not directly illustrating the concept of "flipping" a classroom, King's work is often cited as an impetus for an inversion to allow for the educational space for active learning.
In their research focusing on two college economics courses, Lage, Platt, and Treglia assert that one can leverage the class time that becomes available from the inversion of the classroom (moving information presentation via lecture out of the classroom to media such as computers or VCRs) to meet the needs of students with a wide variety of learning styles.
[20] Kaw and Hess published a paper in 2007 to compare the effectiveness of four (4) instructional modalities for a single topic of a ATEM course -(i) traditional lecture, (ii) blended (what they called "Web-enhanced lecture"), (iii) Web-based self-study and (iv) flipped (what they called "Web-based self-study and classroom discussion").
Statistical analysis of the assessment data indicated that the second modality, in which Web-based modules for instruction were used during face-to-face lecture delivery mode, resulted in higher levels of student performance and satisfaction.
[25] To decrease student resistance,[26] Clark, Kaw and Braga Gomes have used adaptive learning in the pre-class preparation for flipped classrooms.
[27] Recently, A group of researchers has also stated the importance of hybrid flipped classroom strategy in Covid-19 times in imparting online education, particularly in context of developing economies.
Authors describe that the hybrid-flipped classroom strategy is expected to benefit a larger learner-instructor community in the times of pandemic crisis.
Professors at the University of Graz conducted a study[34] in which lectures were video recorded in a manner in which students could have access to them throughout the semester of a lecture-based course on educational psychology.
Students may be more likely to favor the flipped classroom approach once they have taken the time to personally participate in this specific type of learning course.
After all of the students had participated in the Pharmaceutical Flipped Classroom course, the number of those favoring this method of learning increased significantly, reaching a total of 89.5%.
This model of instruction may put undue pressure on some families as they attempt to gain access to videos outside of school hours.
[6] Additional funding may also be required to procure training for teachers to navigate computer technologies involved in the successful implementation of the inverted model.
[51] A randomized controlled trial found no difference in exam scores between flipped classroom and direct instruction.
[66][67] The mastery model allows teachers to provide the materials, tools and support for learning while students set goals and manage their time.