Teachers continually explore innovative approaches to engage our students while balancing and meeting learning objectives within the constraints of time and available resources. The task of covering a broad curriculum in a limited timeframe presents an ongoing challenge for teachers. To address this challenge, it becomes necessary for educators to leverage a combination of diverse teaching strategies, technological proficiency, and effective time management.
In my professional journey, when technological resources are available at our disposal, a strategic approach involves not only maximizing their use within the classroom but also optimizing their application beyond its physical confines. One effective method in this regard is the implementation of flipped learning or the flipped classroom model.
Although flipped learning and flipped classroom are often used interchangeably, these terms still have their distinction. In its broadest definition, the flipped classroom is an educational approach where the traditional roles of homework and in-class instruction are “flipped”, with learning extending beyond the confines of the classroom (Turan & Akdag-Cimen, 2020). Flipped learning, on the other hand, can be viewed as a comprehensive framework that empowers educators to actively engage every student in the educational process. This approach prompts educators to reassess both their own and their students’ roles, amplifying teaching efficiency through interactive involvement (Birgili et al., 2021; Sams & Bergmann, 2013). Inverting student roles in the classroom direct focus towards higher-order thinking skills such as analysis, evaluation, and creation. This shift in learning emphasis fosters a more student-centered environment, redirecting classroom activities toward active engagement and participation.
In my case of implementing this method, here are several points that I have experienced in the classroom.
- Technology competence. Both students and teachers need technological proficiency. Having access to devices and platforms isn’t enough; knowing how to navigate these tools is crucial and should be taught to students. In a flipped classroom scenario where a teacher may not be physically present, providing clear, step-by-step instructions, gradually building tasks, and setting manageable technical challenges are essential for students to complete their assignments at home. In my experience, ensuring students can access online materials successfully is a priority. I always allocate a few minutes of in-class sessions to demonstrate how to navigate Moodle or any platform and clarify expectations for task completion and submission.
- Quality of out-of-class tasks. In relation to technological competence, one crucial aspect is designing tasks for completion at home. I see these tasks as more than just instructional sessions; they serve as reinforcements to fundamental knowledge necessary to overcome learning thresholds in each phase of the lesson. Based on my experience, I’ve found that manageable-length video lessons work well with my students. To further enhance this method, I’ve explored platforms that offer interactive video capabilities such as H5P. These tools allow for strategic integration of pop-up questions at key moments in the video. These questions prompt students to pause and actively engage with the lesson content. This approach is designed to replicate the gradual, step-by-step unfolding of information experienced in a traditional classroom. By leveraging interactive video tools, I aim to create an immersive learning experience where students aren’t just passive viewers but are prompted to participate, ensuring a deeper grasp of the material and mirroring the psychological progression seen in face-to-face learning environments.
- Active tasks in the classroom. In leveraging out-of-class video lessons for instructional content, our in-class time now focuses on active engagement, aligning closely with the flipped learning approach. Activities that stimulate higher-order thinking, like problem-solving and critical analysis are central. Specifically, during in-class sessions, I often give them writing or research tasks, emphasizing the importance of structured planning for written outputs. My primary goal is to instill the significance of thoughtful planning in students when crafting written assignments, thus applying their creativity and evaluation in their work. Also, being present during these writing sessions in class allows me to provide them with immediate guidance, ensuring they follow through with the prepared plan. I’ve found that pairing students, particularly those newer to writing, is highly effective. Collaborating in pairs fosters a supportive environment where they can assist each other while navigating the writing process.
- Learner autonomy. Ultimately, the successful implementation of the flipped classroom approach hinges on the level of learner autonomy. If autonomy is low or lacking, effecting this method becomes notably challenging, often leading to reversion of out-of-class tasks into the classroom. Thus, it becomes imperative to instill self-direction and self-regulation within students as part of their training. From my experience, explicitly communicating the goals and significance of tasks given to students is essential. Emphasizing that these assignments aim for a higher level of learning, beyond just the subject matter, can be rewarding. Students need to recognize the broader benefits these activities offer, not only within our class but across other aspects of their studies as well. I witnessed that consistent monitoring of their progress, whether it’s at home or in class, is also crucial. It’s about creating an environment where students see and feel our support and guidance fostering a sense of reliability and support throughout their learning process.
In essence, the flipped classroom approach is a powerful tool that can be implemented by teachers through leveraging technology, active engagement, and learner independence. Emphasizing quality tasks, technological proficiency, and active in-class activities fosters deeper learning and prepares students for lifelong success beyond traditional learning settings.
REFERENCES
Birgili, B., Seggie, F. N., & Oğuz, E. (2021). The trends and outcomes of flipped learning research between 2012 and 2018: A descriptive content analysis. Journal of Computers in Education, 8, 365-394.
Sams, A., & Bergmann, J. (2013). Flip your students’ learning. Educational leadership, 70(6), 16-20.
Turan, Z., & Akdag-Cimen, B. (2020). Flipped classroom in English language teaching: a systematic review. Computer Assisted Language Learning, 33(5-6), 590-606.