What's up (or down) with the Flipped Classroom Model?

For a list of digital tools to use in the flipped classroom, skip to the end.

When we think of teaching, we generally think of teachers standing in front of the class each day, explaining concepts, assigning activities, and grading work. The teacher teachers and the students passively accept knowledge. For many reasons, including the tsunami of technological advances in the 21st Century, how education is delivered in the classroom has been permanently changed. The efficacy of traditional teacher-centered classrooms has been challenged now for many years by scholars who realize students are not learning as productively as they could. New instructional approaches continue to be developed to change and overcome this dynamic including, differentiated learning, blended/hybrid learning, individualized/personalized learning, and something called the flipped classroom model (Trach, 2020).

As we move through the 21st Century and watch technology continue to evolve at a rapid pace, instructional approaches have to keep up. Proponents of the flipped classroom, and "flipped learning", claim these approaches are the vehicles that can do just that.

To be clear, the flipped classroom (sometimes referred to as an inverted classroom) is not synonymous with “flipped learning”. The flipped classroom is a reversal of traditional methods of teaching and homework, where normally teachers preview new material in class, then students work through assignments for homework (Afstrom, 2014). In the flipped classroom, students preview carefully constructed content at home first, then with the assistance of the teacher work through classroom activities together. Essentially teachers are no longer lecturers, they become instructors. Using digital tools and the flipped classroom approach, students have access to content 24/7, can re-watch material as many times as they want, and learn at their pace. In addition, teacher-student interactions are not limited to the classroom.

"Flipped learning", however, is a "pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter" (Afstrom, 2014, para. 10).

.......That explanation doesn’t really clear things up for me, so let’s try another one. According to Trach (2020) flipped learning turns the classroom into an individualized learning experience, and instead of the teacher lecturing the students as a group (because they’ve already previewed new material at home), individual learners actively engage in hands on learning, moving at their own pace, or within small groups, with the guidance of the instructor. To me, flipped learning basically sounds like differentiated learning, or a more student-centered classroom. Essentially, the use of the flipped classroom frees up class time and allows “flipped learning” to occur. Sounds great, but what does the research say about the efficacy of the flipped classroom model?

According to a recent meta-analysis of 20 experimental studies conducted in China at the university level, Zhang, Cheung, and Cheung (2021) did find that the flipped classrooms moderately, positively impacted classroom teaching and learning. Not only did they find that the teaching improved, but students’ learning attitudes and use of learning strategies improved as well.

However, Zhang et al. (2021) cautions that not all content knowledge is suitable for the flipped classroom. The learning effect for “reasoning, conceptual, and systematic courses such as language, history, and other liberal art courses” showed less improvements for learning than, “abstract and logically clear science teaching such as mathematics, physics, and chemistry (Zhang et al., 2021, p. 1075). The latter content areas showed clear advantages according to their research, but much less the case in the former. Teachers in the former content courses (language, history, liberal arts) can still use the flipped classroom model, but much more consideration must go into “grouping, role assignments, process guidance, exchange experiences, and evaluation methods,” because of the amount of emotional, idealistic, and humanistic exchanges involved in related content (Zhang et al., 2021, p. 1075-1076).

In China particularly, students are less independent learners than their American counterparts. Zhang et al’s (2021) research showed that because the flipped classroom demands students to take more responsibility for independent learning, overall Chinese students struggle to adjust. Although American students for example are more comfortable with self-management, the implication in either context is, teachers still have to be cognizant of their individual students’ strengths and weaknesses, provide assistance/guidance with self-learning management, and monitor the effect of the flipped classroom (Zhang et al., 2021).

Another potential roadblock for positive learning outcomes using the flipped classroom, is students’ access to the internet outside of class (Trach, 2020). This has broader social implications as well, as it can exacerbate the digital divide between wealthy students and their poorer peers. Students without access to technology or the internet will likely NOT enjoy the benefits­­­­­­­­.

According to Zhang et al. (2021) many scholars around the world believe the flipped classroom has a higher positive impact on students than traditional classrooms, but other studies have shown that depending on the knowledge points being taught, the traditional classroom is superior. Zhang et al. (2021) findings support consensus on the matter; mixed results.

With the increasing demand for technology to be effectively leveraged in the classroom, my gut instinct says the debate over how best to do so will continue. The flipped classroom is an interesting, promising, and growing approach to teaching and learning. However, although it can free up class time for more individualized engagement and differentiated learning, it does not guarantee that each teacher will capitalize on, or use the flipped classroom approach effectively. At a minimum, a flipped classroom offers students the opportunity to take greater control over their learning.

Below is a list of some of the tools I found on YouTube channels and other websites promoting the flipped classroom model. How many of them are you using already?

Microsoft products

Edge, Stream, Teams, PowerPoint, Whiteboard, and Word

Google products

Classroom, Groups, Jamboard, Loom, Meet, Sites, and Slides

Other products

BrainPOP

EdPuzzle

Khan Academy

Movavi Video Suite

Nearpod

Neo Smartpen/Notes

Playposit

Symbaloo

and Zoom

References

Arfstrom, K. (July 1, 2014). What’s the Difference Between a Flipped Classroom and Flipped Learning? Contrary to popular belief, these concepts are not synonymous. EdTech Focus on K-12. https://edtechmagazine.com/k12/article/2014/07/whats-difference-between-flipped-classroom-and-flipped-learning.

Trach, E. (January 1, 2020). A beginner’s guide to flipped classroom. Schoology Exchange. Schoology. https://www.schoology.com/blog/flipped-classroom.

Zhang, Q., Cheung, E., and Cheung, C. (2021). The impact of flipped classroom on college student’s academic performance: A meta-analysis based on 20 experimental studies. Science Insights Education Frontiers 8(2), p1059-1080.