Flipped Classrooms

A flipped classroom is an innovative educational approach where traditional learning dynamics are reversed. In this model, students are assigned lectures or reading materials to complete outside of class time, while classroom sessions are dedicated to engaging in active learning through discussions, projects, and problem-solving activities. This shift aims to create a more interactive and supportive learning environment, allowing students to seek clarification and assistance from their teachers as they work on assignments.

The flipped classroom method has gained traction across various subjects, including mathematics, sciences, and humanities, and has been linked to positive outcomes such as increased student achievement and satisfaction. By prioritizing in-class interaction, teachers can better assess student understanding and tailor their support accordingly. However, the approach also poses challenges; it requires significant preparation from educators and can be hindered by issues such as internet access disparities among students.

While many students benefit from the flipped model, there is recognition that not everyone may adapt comfortably, as it represents a departure from traditional teaching methods. Some educators have opted for a blended approach, combining both flipped and traditional formats to maximize learning opportunities. Overall, the flipped classroom seeks to foster deeper engagement and accountability among students, preparing them for collaborative and reflective learning experiences.

Published in: 2021

By: Hahn, Allison, PhD

Subject Terms

Flipped Classrooms

Abstract

In the “flipped” classroom, students listen to the lecture before coming to class, and then spend time in the classroom working on assignments, projects, and presentations. This classroom approach emphasizes an active learning environment in which students are able to problem solve and ask questions as they complete a task. This is different from traditional lecture-based classrooms. Supporters of flipped classrooms argue that this method encourages a more active and successful learning experience.

Overview

Flipped classrooms have existed for a long time but have only recently become a popular topic in education pedagogy. Flipping the classroom involves moving the preparatory portion of a lesson—such as a lecture or reading—to off-school hours, making it preliminary to in-class discussion and reinforcement activities. In other words, the homework portion of the lesson is done under the direct supervision of the teacher, enabling clarification and tutorial assistance before the lesson is ended and assessed. This method has been used in many subjects, from math to the sciences to the humanities and art. Teachers who conduct flipped classrooms attempt to include students more actively in their classrooms. As a result of this educational change, schools have seen improvements in individual learning. For example, Peterson (2016) experimented with two statistics courses, one which was taught in a traditional lecture format and one that was taught as a flipped classroom. Peterson found that when classrooms are flipped, students reported greater achievement of the course subjects and were more satisfied with the information that they learned and with the classroom experience.

Traditional education emphasizes the transmission of information to the student. This might occur in a lecture, in textbook reading, or in silent activities that occur during a class period. Then, a student is asked to go home and complete a set of assignments. If a student encounters problems, either because the assignment is poorly structured (for example, missing pages) or because the student still lacks some foundational understanding of the material, students must often wait until their next class meeting to resolve problems, seek help from family or friends, or search online for information that will help them. If the assignment was poorly structured, the student will probably not be successful in their attempt to complete the work at home; if the student needs further information or clarification to master the material but does not have access to tutorial instruction (for example, in rural communities where Internet is slow or unavailable, or in households where subject area knowledge is lacking), homework may pose insurmountable problems. Flipped classrooms are designed to resolve this problem by providing students with access to their teacher while they are completing their course work.

Flipped classrooms also change the pattern of discussion in the classroom. Traditionally, a teacher lectures for an extended period of time and then invites student questions. If the lecture runs over time, there might not be any time for questions at all. While some teachers do invite students to ask questions during the lecture, it is often only the best prepared and confident students who do so. This means that the students who most need help are unlikely to ask any questions and risk falling even further behind in the class. This format makes it difficult for a teacher to know how much of the information the students understand or absorb. It may seem that, since there are few or no questions, all of the information has been absorbed by the students. Or it might seem that the students understand the assignment, when in fact they are so confused that they do not know what questions to ask.

By encouraging in-class discussion, flipped classrooms encourage deliberation and discussion in a way that allows the teacher to gauge student knowledge and tailor the discussion and assignments to better fit student needs. Additionally, by encouraging discussion, the flipped classroom encourages student participation and engagement, making it more likely that students who were once falling behind will better grasp the material, think more deeply, and feel more involved in their class.

Many teachers have now implemented flipped classrooms as a way to utilize project-based learning. In this methodology, students are engaged in a long-term project through which they will examine and grasp the goals of the class. These projects often occur over several course periods, with most of the work done in class under the teacher’s direction. Working with their teachers on these projects allows students to practice problem solving, group work, and other dynamics while assuring that instructor guidance is available should they run up against a problem or need additional help.

Applications

Flipped classrooms have been used in many subject areas. One of the most commonly researched is the use of flipped classrooms to teach mathematics skills. These classrooms are particularly popular for students beginning to grasp complex mathematical equations, work with proofs, or engage in long, thought-out problems. In the traditional classroom, the teacher would walk through a few problems, and then send the student home with a set of practice problems. This works for the younger grades when there are not many steps in the problem, and parents can most likely help if the student has difficulty. However, as problems become more complex, it is more likely that the student will become stuck on one step, resulting in incorrect work. Or worse, the student will have feelings of disillusionment and may simply give up in their attempt to finish the assignment.

In many flipped classrooms, the teacher records a lecture that is watched by the students at home. They are tasked with listening to the lecture until they have understood the material. For some students this means that they will listen several times, potentially taking notes, looking up unknown terms, and writing down questions that they wish to ask in the classroom. This process of reflection during the lecture is sometimes built in by the teacher. For example, in a math class the instructor might include portions of the lecture that can be listened to and paused as a student works on problems along with the instructor. Then, students bring their questions to class and think through any problems they might have had during the lecture.

Once questions have been resolved, the teacher provides a set of problems or activities that advance the information in the lecture. They can work on these more advanced questions in a group, with the teacher available for more detailed assistance. In this way, the students are able to master the information with their teacher and do not risk going home and becoming frustrated if they cannot understand or grasp the lesson.

Filming the necessary classes takes a lot of work, and materials from schools including cameras, a room to film in, and time for teachers to work on the recording. Some schools have been able to devote resources to filming these classes, including building special rooms and training their faculty in the process of recording and editing their lectures. Lo and Hew (2017) found that the amount of pre-class preparation required of teachers is much greater for the flipped classroom. Some scholars suggest that if classes are to be flipped, teachers should be compensated for the additional time that is used to record videos as well as prepare structured activities for the classroom. However, some schools cannot afford the time or supplies that are necessary to film their own lectures. These schools can still participate in a flipped classroom by relying on previously recorded videos and lessons. For example, Fulton (2012) found that schools in Minnesota have been able to adapt flipped classroom techniques by using videos found on YouTube. This saves the teachers time in recording videos and allows students to be exposed to a diversity of teaching techniques.

Examples such as Fulton’s demonstrate one way that schools are able to overcome their own budgetary constraints. However, schools that are considering flipped classrooms supported by video lectures also need to think about the cost of these lessons to their students. Watching a video lecture at home requires that the student have sufficient Internet access, a dedicated device from which the lesson can be viewed, and the time each evening to keep up with the course lectures. In some communities, the cost of viewing the lecture online could be prohibitive if the student does not have Wi-Fi access. For example, a student who must watch lectures on a cell phone with a limited data plan may skip the lectures because the data charges are prohibitive. Teachers and administrators need to be aware of these realities when flipping their classrooms and must make attempts to ensure that no student is left out of the class because they cannot access or afford to access the class lectures.

Viewpoints

While many students do well in a flipped classroom, not all students are excited by this teaching methodology. McNally et al. (2017) examined the ways that students respond to flipped classrooms in college or university settings. Many of these students have grown up in classrooms that use a traditional format, so for them the flipped classroom may be new and at times uncomfortable. In a survey of 563 students and ten instructors, this research team found that the students who enjoyed flipped classrooms reported greater involvement in the classroom. The study also found that even students who did not like the flipped classroom structure showed improvements in their learning.

Not all classes can be flipped or will benefit from flipping. For this reason, some classes are “blended” instead. In a blended classroom, some lessons are flipped classroom and some use a more traditional model. The goal of the blended classroom is the same as the flipped classroom—that is, it is designed to maximize student learning. However, sometimes blending works better than a flipped classroom if it allows the teacher to provide in-class lectures on some days and in-class activities on other days.

In a study of the ways that blended classrooms encourage better outcomes for medical students, Sajid et al. (2016) found that students showed similar results in both a blended and a traditional classroom; however, students enrolled in the blended classroom were much more satisfied than those in the traditional classroom. Flipped classrooms were particularly helpful for pre-med students who were able to engage in case-based learning, or the use of examples based on historic cases. In this methodology, students were given a medical problem that had occurred in the past, a detailed set of information about the problem, and then a set of steps through which they could determine the best way to solve this particular problem. Students were able to work through the case in teams, with their instructor present to help with any questions or problems that arose during the lesson.

Koo et al. (2016) examined the use of flipped classrooms for pharmacotherapy students. These students were provided online lectures and then held face-to-face sessions with their instructor in which they were able to ask questions and then work through cases with their instructors. As a result of this course, 88% of students indicate that they were happy with the ways that their class had been redesigned to feature a flipped classroom approach. Additionally, some students indicated that they enjoyed learning from recorded lectures because they could watch them over and over until they grasped all course concepts. These students could pause the lecture to look up an important concept or review material. This led to a greater mastery of the subject material than if they had listened to the same lecture in person and been unable to pause the speaker.

Betihavas, Bridgman, Kornhaber, and Cross (2016) reviewed twenty-one papers published in nursing journals to understand the body of literature pertaining to the flipped nursing classroom. They found that for nursing students, flipped classrooms helped to practice work skills and gave a realized atmosphere in which students could explore the complexities of their assignments. However, Betihavas et al. also found that there have not yet been any studies of the process of implementing flipped classrooms. This means that while there are a lot of studies regarding the opinions of students in the flipped classroom, at least for nursing, there is a gap in the literature regarding the best ways for teachers to flip their own classrooms and the work required during the process of that flip.

As more teachers have flipped their classrooms, researchers have access to a diversity of different case studies and experiences that they can examine. Many of these case studies indicate that flipped classrooms can help students to become more accountable, achieve better learning outcomes, and have richer engagement with their teachers. Technological innovations from learning platforms, online videos, and interactive activities have enriched the work that students are doing at home, allowing them to engage in the classroom. However, Lin and Hwang (2018) found that many studies have focused on short-term learning, rather than longer term or deeper cognitive outcomes. Therefore, future research is needed to determine how flipped classrooms affect students in the long term.

Terms & Concepts

Active Learning: An instructional technique that uses interactive, meaningful activities to help students think through details and sometimes implications of their lessons. Active learning can be used in groups or individually.

Blended Classroom: Blended classrooms combine traditional, lecture-based techniques with flipped classroom techniques. This allows instructors to capitalize on the advantages of a flipped classroom while providing traditional lectures on a few selected topics.

Case-Based Learning: This teaching technique utilizes real world scenarios—often ones that have occurred historically, as a method for students to think through their lessons, use problem-solving techniques, and determine if their solutions and suggestions would have been successful in the real event.

Educational Reform: Often used to explain the changes happening in public education. Educational reform is the process of changing the method of teaching, aiming toward improved learning outcomes such as improved test scores or advancements in critical thinking capabilities.

Problem-Solving Education: Instructional model that asks students to think through a specific problem and test different solutions to complex scenarios. By thinking through these difficult scenarios, students are able to test many different approaches to a problem in a safe, educational environment.

Project-Based Learning: This teaching methodology uses long-term projects to teach a complex set of skills. By asking students to work on an extended project, teachers are able to encourage students to work through many skill sets, draw connections across disciplines, and work together in teams to achieve a large goal.

Bibliography

Betihavas, V., Bridgman, H., Kornhaber, R., & Cross, M. (2016). The evidence for “flipping out”: A systematic review of the flipped classroom in nursing education. Nurse Education Today, 38, 15–21. Retrieved December 1, 2018 from EBSCO Online Database Education Source. http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=113255971&site=ehost-live

Fulton, K. (2012). The flipped classroom: Transforming education at Byron High School: A Minnesota high school with severe budget constraints enlisted YouTube in its successful effort to boost math competency scores. THE Journal: Technological Horizons in Education, 39(3), 18. Retrieved December 1, 2018 from EBSCO Online Database Education Source. http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=74454477&site=ehost-live

Koo, C. L., Demps, E. L., Farris, C., Bowman, J. D., Panahi, L., & Boyle, P. (2016). Impact of flipped classroom design on student performance and perceptions in a pharmacotherapy course. American Journal of Pharmaceutical Education, 80(2), 33. Retrieved December 1, 2018 from EBSCO Online Database Education Source. http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=114350649&site=ehost-live

Lin, H. C., & Hwang, G. J. (2018). Research trends of flipped classroom studies for medical courses: A review of journal publications from 2008 to 2017 based on the technology-enhanced learning model. Interactive Learning Environments, 1–17.

Lo, C. K., & Hew, K. F. (2017). A critical review of flipped classroom challenges in K-12 education: Possible solutions and recommendations for future research. Research and Practice in Technology Enhanced Learning, 12(1), 4. Retrieved December 1, 2018 from EBSCO Online Database Education Source. http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=120598285&site=ehost-live

McNally, B., Chipperfield, J., Dorsett, P., Del Fabbro, L., Frommolt, V., Goetz, S., … Rung, A. (2017). Flipped classroom experiences: Student preferences and flip strategy in a higher education context. Higher Education, 73(2), 281–298. Retrieved December 1, 2018 from EBSCO Online Database Education Source. http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=121626075&site=ehost-live

Peterson, D. J. (2016). The flipped classroom improves student achievement and course satisfaction in a statistics course: A quasi-experimental study. Teaching of Psychology, 43(1), 10–15. Retrieved December 1, 2018 from EBSCO Online Database Education Source. http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=111782039&site=ehost-live

Sajid, M. R., Laheji, A. F., Abothenain, F., Salam, Y., AlJayar, D., & Obeidat, A. (2016). Can blended learning and the flipped classroom improve student learning and satisfaction in Saudi Arabia?. International Journal of Medical Education, 7, 281.

Flipped Classrooms

On this Page

Subject Terms

Flipped Classrooms

Abstract

Overview

Applications

Viewpoints

Terms & Concepts

Bibliography

Suggested Reading

Flipped Classrooms

On this Page

Subject Terms

Flipped Classrooms

Abstract

Overview

Applications

Viewpoints

Terms & Concepts

Bibliography

Suggested Reading

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