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Learners access pre-recorded content in their time and do in-class activities in lessons.
Flipped learning, also known as the 'flipped classroom', 'inverted classroom', 'just-in-time teaching', or 'classroom flip', is an instructional approach where traditional teaching methods are reversed. In a flipped classroom, learners engage with instructional content (such as video lectures or readings) independently outside of class, and class time is then dedicated to collaborative activities, discussions, and problem-solving, facilitated by the teacher. This approach aims to shift the focus from teacher-centred to learner-centred learning, allowing learners to explore content at their own pace and receive more personalised guidance during class.
Key thinkers in this area:
Militsa Nechkina (1899 – 1985)
Eric Mazur (1954 - present)
Flipped classrooms involve a shift in the traditional teaching model, where learners independently review instructional content outside of class and then engage in collaborative activities and discussions during class time. Key aspects of flipped classrooms include:
Pre-recorded Content: Teachers curate video lectures, multimedia presentations, or other pre-recorded materials that learners review before coming to class.
Individual Learning Outside Class: Learners independently engage with instructional materials, allowing them to pace their learning and review content at their convenience.
Active Learning in Class: Class time is dedicated to interactive and collaborative activities, discussions, problem-solving, and application of knowledge, facilitated by the teacher.
Technology Integration: The use of technology, such as online platforms, learning management systems, and educational apps, plays a crucial role in delivering pre-recorded content and facilitating in-class activities.
Teacher Facilitation: Teachers serve as facilitators, guiding learners through activities, answering questions, and providing personalized assistance based on individual needs.
Flexibility and Differentiation: Flipped classrooms allow for flexibility in pacing, enabling learners to progress at their own speed. Teachers can differentiate instruction based on individual learners needs.
Increased Student Engagement: Active learning and collaborative activities during class time enhance learners engagement, as they apply concepts and interact with peers in meaningful ways.
Accessibility and Review: Pre-recorded materials can be revisited by learners as needed, providing opportunities for review and reinforcing understanding.
Learner Responsibility: Flipped classrooms require learners to take more responsibility for their learning, as they are expected to engage with the pre-recorded content before attending class.
Formative Assessment: Teachers may use formative assessments, quizzes, or other methods to gauge learners' understanding of pre-recorded content and tailor in-class activities accordingly.
Time Efficiency: Flipped classrooms can optimise time usage, as valuable class time is dedicated to active learning and application of knowledge rather than passive lecture delivery.
Focus on Higher-Order Thinking Skills: In-class activities often emphasise higher-order thinking skills, such as analysis, synthesis, and application, fostering deeper understanding of the subject matter.
Continuous Feedback: Teachers can provide ongoing feedback to learners during in-class activities, addressing misconceptions and guiding further exploration.
Teaching strategies that are linked to flipped learning
Develop or curate high-quality video lectures, presentations, or multimedia content that is clear, concise, and engaging to capture learners' attention and facilitate understanding.
Encourage learners to participate in online discussions or forums to share their thoughts, questions, and reflections on the pre-recorded content before coming to class.
Plan in-class activities that promote active learning, collaboration, and application of knowledge. These may include group discussions, problem-solving sessions, case studies, and hands-on projects.
Embed formative assessments or quizzes within the pre-recorded content to check learners' understanding and provide immediate feedback.
Foster a collaborative environment where learners can work together during in-class activities and engage in peer teaching to reinforce their own understanding.
Use of a Learning Management System (LMS) to organise and distribute pre-recorded content, resources, assignments, and to facilitate online discussions and assessments.
Offer supplementary materials, such as articles, research papers, or interactive simulations, to cater to all learners.
Integrate educational technology tools, such as online collaboration platforms, interactive whiteboards, and educational apps, to enhance the virtual and in-person learning experiences.
Take on the role of a facilitator during in-class sessions, guiding discussions, addressing misconceptions, and providing personalized support based on learners' needs.
Incorporate reflective practices, such as journaling or class reflections, to help learners articulate their learning process, challenges faced, and insights gained.
Establish regular feedback loops where learners receive constructive feedback on their pre-class assignments and assessments, helping them track their progress.
Collect feedback from learners on the effectiveness of flipped learning activities and use this information for continuous improvement of the teaching approach.
Read more here:
Little, C. (2015). The flipped classroom in further education: literature review and case study. Research in Post-Compulsory Education, 20(3), 265–279. https://doi.org/10.1080/13596748.2015.1063260
Song, Y., & Kapur, M. (2017). How to Flip the Classroom – “Productive Failure or Traditional Flipped Classroom” Pedagogical Design? Educational Technology & Society, 20(1), 292–305.
Zheng, L., Bhagat, K. K., Zhen, Y., & Zhang, X. (2020). The Effectiveness of the Flipped Classroom on Students’ Learning Achievement and Learning Motivation: A Meta-Analysis. Educational Technology ＆ Society, 23(1), 1–15. https://doi.org/10.30191/ETS.202001_23(1).0001
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