The flipped model is a pedagogical approach that replaces the standard in-class lecture format with pre-assigned work so students can come to class prepared and ready to engage (Lambrou, 2020). The flipped classroom approach optimizes learning inside and outside the classroom and has been used to enhance learning in face-to-face courses.
In a flipped classroom, independent learning activities occur asynchronously online such as listening and interacting with recorded videos, accessing resources and responding to discussion board prompts. The face-to-face learning space is dedicated to active pedagogical approaches such as problem-based learning, case studies and peer interaction (Conrad & Openo, 2018).
Selecting a blended flipped learning model depends on the context:
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).
Identify the core elements of flipped design
Determine key considerations for learning activities
Distinguish types of assessments for flipped models