Flipped Learning As A New Educational Paradigm: An Analytical Critical Study (original) (raw)

The Uniqueness of Flipped Learning Approach

International Journal of Education and Practice, 2020

Pedagogical changes and adaptation of new models in teaching and learning should be considered as a means to develop a nation. One of the most popular growing models is flipped learning. Flipped learning is widely used all over the world in the teaching of different fields and subjects. It promotes meaningful learning, more student-centered rather than teacher-centered and is commonly aided with technological equipment such as pre-recorded videos, mobile apps or simply watching videos on YouTube before coming to the class. This paper reviews the level of participants, methodological approaches and the discipline of flipped learning research based on nineteen selected articles published in 2015 until 2019. The inductive content analysis examined the participants' level, the methodological approaches used in conducting their research as well as the field of the research. Data was analyzed using descriptive analysis. The findings suggested that flipped learning is a great approach to be applied in the classroom regardless of the field of the study. It also could be an effective teaching method in the 21st century of education. Contribution/Originality: This paper's main objective was to find out the common areas that researchers look at when conducting a study which is the target population, methodologies and research areas. The findings can be used by educators and stakeholders in implementing flipped learning in their institutions.

The Flipped Classroom: A Twirl on Pedagogy

International Journal of Research and Scientific Innovation, IJRSI (2321-2705) , 2019

Abstract:-The traditional classroom has applied the “I Achieve”, “You Achieve”, “We Achieve” as an approach for teaching and learning for many years. The flipped classroom turns around the table. The teacher utilizes “You Achieve”, “We Achieve”, I Achieve” as a substitute. Flipped classroom “upturned” classroom where homework, investigation and further readings occurred in the classroom. In addition, students involved in preliminary class activities at home such as watching lesson videos, PowerPoint and summary readings. After this, students come to class not as students but as “teachers” ready to start solving problems, probing solutions and appraising text. However, the flipped classroom is still very new in the teaching profession as a strategy for teaching. Although, it has been in use from primary school to the higher institution in many nations of the world. As with most strategies, the flipped classroom has numerous ways of application in schools. This paper is a position paper on the flipped classroom. It studies and illustrates the implementation and perception of the flipped classroom. Furthermore, the paper provides various methods of implementation and tools applicable in a flipped classroom. Also, the explanation was given on the merits and demerits of the flipped classroom as applicable to all teaching techniques. Keywords: Flipped classroom; teaching techniques; pedagogy

Flipped Learning in Education: A Content Analysis

Sustainable Multilingualism

Summary The continuously progressive education system of the 21st century requires the introduction of innovative teaching methodologies incorporating up-to-the-minute technology-oriented styles, which are capable of changing the traditional ways of conducting classes presenting teachers as the ultimate source of knowledge, with a new notion which considers teachers as facilitators and guiders in the world of information. A plethora of research has been conducted with respect to flipped learning, however, the number of research papers presenting content analysis is limited indicating the deficiency and lack of content analysis-based papers on Flipped Classroom in Education. Thus, to fill this gap in the literature, there is a demand for conducting a content analysis. In turn, the aim of this paper was to identify the importance and impact of the distributed documents on a Flipped Learning Model (FLM) in Education which was done by gathering data from the SCOPUS database with keyword...

Determining Visions Related to the Flipped Learning

Manisa Celal Bayar Üniversitesi Sosyal Bilimler Dergisi , 2020

The purpose of this research is; to determine the views of academicians, teachers, and students where the flipped learning model is applied. In this research, the case study was adopted from the qualitative research designs. The study group of the research consists of eight teachers who work in a private high school, five teaching members who work at a private university, and 21 students who study at the same university. In data analysis, the content analysis method is used. The data are coded separately by the researchers and the obtained codes are organized by the researchers and collected under the themes. And the themes presented in tables form. At the end of the research, it was presented how the features of the flipped learning model (basic features, positive features, negative features) and its application process (planning, material preparation, learning, teaching process, evaluation) is and various suggestions have been developed.

Flipped Learning: Misunderstandings and the Truth

Flipped learning is a learning approach that enables the transfer and internalization of information into an implementation within an interactive learning environment, where the students receive the information individually or in groups. The teacher acts as a guide, unlike traditional learning environments, where this is implemented with a crowded group. Although the flipped learning approach is increasingly being applied quite extensively, it has also been the cause of certain misunderstandings. This study aims to theoretically define the flipped learning approach and to present its positive and negative aspects. A review of the literature reveals several misconceptions such as: flipped learning decreases the teachers’ class responsibilities due to the online content; only involves showing course video materials to the students; has to be implemented for the whole class; is only applicable for certain courses; teachers have to create their own videos; and content should be only in video format. It is therefore important for teachers who plan to implement this instructional approach to be aware of its positive aspects and potential negative misunderstandings should be understood in order to be avoided.

Enhancing the Design and Analysis of Flipped Learning Strategies

Teaching & Learning Inquiry: The ISSOTL Journal, 2017

There are numerous calls in the literature for research into the flipped learning approach to match the flood of popular media articles praising its impact on student learning and educational outcomes. This paper addresses those calls by proposing pedagogical strategies that promote active learning in 'flipped' approaches and improved practice of educational design in ICT supported learning environments. This paper makes two main contributions. It situates flipped learning strategies within a pedagogical framework, thus linking them to higher-level pedagogy. Additionally, it proposes an approach to both analysing and designing flipped learning strategies. This exploratory approach provides a guide for educators to map how their tactics fit amongst other instances of flipped learning. Examples of flipped learning approaches are provided to illustrate this mapping. The Flipped Learning Matrix, developed by this SoTL inquiry, is a tool for both critical reflection of existing approaches and course design, empowering the educator to design their own flipped version that is pedagogically sound and fit for purpose.

Flipped learning – Why teachers flip and what are their worries

Flipped learning (FL) in mathematics has recently attracted considerable interest around the world. It raises the question of whether humanist perspectives, such as freedom, dignity, and potential of humans, should have a higher profile in teaching and students' learning in mathematics. This article has used data collected from an open questionnaire where 33 Finnish teachers illustrate why they flip their learning culture in the first place and what are they worries about flipping. The main aim of this article is to offer theoretical and emotional support for teachers' enthusiasm to change their learning culture in a more student centred approach and raises the discussion about what flipped learning really is. What are its pedagogical assumptions? After strengthening our theoretical understanding about why flipped learning seems to be functioning so well we can also better understand what is central in the approach to what we are trying to achieve by applying it. Abstract. Il Flipped learning (FL) in matematica ha recentemente riscosso grande interesse a livello mondiale. Ci si pone l'interrogativo se valori quali la libertà, la dignità e il potenziale umano debbano avere un maggior rilievo nell'insegnamento e nell'apprendimento della matematica. Il presente articolo si basa su un questionario aperto nel quale 33 insegnanti finlandesi illustrano il motivo per cui capovolgono il loro habitus di insegnamento in primo luogo e quali sono i loro dubbi a tal proposito. Lo scopo principale di questo articolo è quello di fornire sostegno teorico ed emotivo agli insegnanti al fine di favorire un cambiamento nel modo di apprendimento che divenga più centrato sul discente e al contempo fa emergere la discussione su cosa si intenda realmente per Flipped Learning e su quali siano i suoi presupposti pedagogici.

Flipped Learning: Misunderstandings and the Truth1

2015

Flipped learning is a learning approach that enables the transfer and internalization of information into an implementation within an interactive learning environment, where the students receive the information individually or in groups. The teacher acts as a guide, unlike traditional learning environments, where this is implemented with a crowded group. Although the flipped learning approach is increasingly being applied quite extensively, it has also been the cause of certain misunderstandings. This study aims to theoretically define the flipped learning approach and to present its positive and negative aspects. A review of the literature reveals several misconceptions such as: flipped learning decreases the teachers’ class responsibilities due to the online content; only involves showing course video materials to the students; has to be implemented for the whole class; is only applicable for certain courses; teachers have to create their own videos; and content should be only in ...

The Common Hurdles of Flipped Learning Approach

International Journal of Academic Research in Business and Social Sciences, 2021

This paper provides a review of the past studies related to flipped learning as well as the hurdles faced by educators in integrating the flipped learning approach. Even though flipped learning has many benefits, and it has been proven to enhance learners' achievement by a number of studies, challenges in implementing it still need to be endured by educators. The highlighted hurdles are the negative perception, the development of the digital instructions, accessibility, educator and learner's resistance, lack of learner responsibility, workloads and traditional classroom. Those hurdles might lead to educators' resistance in implementing flipped learning approach. However, educators need to come out with strategies in overcoming the issues.