Flipped Learning (Flipped Classroom): What do research studies say?
Flipped learning has garnered significant attention in education for its effectiveness in addressing time efficiency in addressing lessons. This article synthesises and elaborates literature on flipped learning as addressed and outlined in research studies.
What Makes Flipped Learning Superior?
The flipped or the reversed model of traditional learning (flipped learning or reversed learning) is found effective in promoting self-regulated learning (Jdaitawi, 2019) as it enrols students into preparation works before the class time and prepare them to do investigation, analysis, and problem-solving activities during the class time (Schmidt & Ralph, 2016). Based on these points, it indicates that flipped learning flips or reverses the teaching and learning processes that commonly executed in traditional teaching and learning where instructors to deliver lectures, address activities, and assign homework at the end of the in-class session. In flipped learning, students are enrolled into lecture content at home while class time is specifically dedicated to interactive activities, problem-solving, and discussion.
Studies have documented that flipped learning offers a promising alternative to traditional teaching by shifting the focus from passive learning to active engagement by the help of technology (Li & Nordsteien, 2021; Eryilmaz, 2019; Hsieh, Wu, & Marek, 2016). However, the success requires careful planning, teacher training, and equitable access to technology. To best implement flipped learning, educators need to be digitally literate as flipped learning is highly dependent on instructional media applied in pre-class and in after-the-class sessions.
Flipped learning employs 3 phases called pre-class, whilst the class, and after the class (Lee & Davis, 2018; Lee, Jeon, & Gong, 2021). A study warns that pre-class activities need to be carefully design in order to maximise the potentials of flipped learning (Chen, 2019).
Want to know more about what research studies say on flipped learning? The following resources are all accessible online. Some more resources on flipped learning are available in the Open Educational Resources on ELT.
Reference
Chen, M.R.A. (2019). A reflective thinking-promoting approach to enhancing graduate students' flipped learning engagement, participation behaviors, reflective thinking and project learning outcomes. British Journal of Educational Technology, 50(5), 2288-2307, ISSN 0007-1013. doi: 10.1111/bjet.12823
Eryilmaz, M. (2019). Individual flipped learning and cooperative flipped learning: their effects on students’ performance, social, and computer anxiety. Interactive Learning Environments, 27(4), 432-442, ISSN 1049-4820. doi: 10.1080/10494820.2018.1522652
Hsieh, J. S. C, Wu, W. C. V., & Marek, M. W. (2016). Using the flipped classroom to enhance EFL learning. Computer Assisted Language Learning, 30(1–2), 1–21. doi: 10.1080/09588221.2015.1111910
Lee, J., Park, T. & Davis, R.O. (2018). What affects learner engagement in flipped learning and what predicts its outcomes? British Journal of Educational Technology, Vol. 53, Issue 2, pp. 211-228. doi: 10.1111/bjet.12717
Lee, G. G., Jeon, Y. E., & Hong, H. G. (2021). The effects of cooperative flipped learning on science achievement and motivation in high school students. International Journal of Science Education, 43(9), 1381–1407. doi: 10.1080/09500693.2021.1917788
Jdaitawi, M. (2019). The Effect of Flipped Classroom Strategy on Students Learning Outcomes. International Journal of Instruction, 12(3), 665-680. doi: 10.29333/iji.2019.12340a
Li, R., Lund, A., & Nordsteien, A. (2021). The link between flipped and active learning: a scoping review. Teaching in Higher Education, 28(8), 1993–2027. doi: 10.1080/13562517.2021.1943655
Schmidt, S. M. P., & Ralph, D. L. (2016). The Flipped Classroom: A Twist On Teaching. Contemporary Issues in Education Research (CIER), 9(1), 1–6. doi: 10.19030/cier.v9i1.9544