Core elements of flipped design
Flipping the classroom encourages students to become more active and independent learners and use their study time outside the classroom more efficiently (Lambrou, 2020). The flipped model means students are well-prepared to engage and collaborate during in-class learning.
In a flipped design, active learning pedagogies such as problem-based learning, case studies and peer interaction are ideal (Conrad & Openo, 2018).
For example, the flipped model allocates studying the material pre-class online, using the class-time to apply the knowledge in engaging activities.
In a flipped model, technology is used to support student learning by allowing students access to the course content and time to prepare in advance at their own pace (Moffett, 2015). This model optimizes classroom time for collaborative discussions and active learning.
For example, course readings could be accessed asynchronously online and then debated synchronously in class leading to a final group project summarizing the reading.
The flipped classroom approach encourages students to become more active and independent learners and use their study time outside the classroom meaningfully (Lambrou, 2020).
For example, the flipped model makes differentiated instruction based on learners’ needs easier as class time is spent on checking for understanding and delving into higher order critical thinking skills (Kachka, 2012).