Running head: FLIPPED CLASSROOM LEARNING

Flipped Classroom Learning

Ashley Clark
Liberty University

FLIPPED CLASSROOM LEARNING

Abstract
The growth of technology has enabled the field of education to unlock the potential of today's
student. Flipped classroom learning is allowing students of any background or educational level
achieve active learning within a flexible student-centered fashion. As for teachers, flipped
learning helps them free classroom time to help individual students and identify when students
need additional help and in what subject areas. Because of flipped learning teachers can assign
group and individual work. This literature review gives a comprehensive breakdown of positive
and negative outcomes of flipped learning for students and teachers. Flipped technology utilizes
tools for educational advancement, including podcasts, video recordings, and blogs. Depending
on the student learning abilities, delivering a different method of learning helps student
conceptualize topic on their own and pursue the teacher with questions and ideas. Flipped
classroom has its good qualities, teachers must ensure proper assessments are in place to measure
student learning.
Keywords: Flipped classroom learning, active learning, technology, student-centered,
culture.

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Flipped Classroom Learning

Flipped classroom is simply the description of reversed traditional teaching. In this case,
the students or learners are exposed to new materials outside the classroom where they get first
exposure. This is done through reading different materials like lecture notes and lecture videos.
After all these exposure, the class time is used to the work of assimilating that already known
knowledge. This is achieved through the use of strategies like discussion, debates, and problemsolving. In the flipped classroom, the expectations and roles of the teachers and students change.
The students take more responsibilities when it comes to their own learning and study. The core
content is learned through their individual efforts or by groups before class. They apply the skills
and knowledge they had acquired outside class to a range of activities by the use of higher order
thinking. The teachers, lecturers or tutors do little as most of the work is accomplished by the
learners themselves (Phillips and Trainor, 2014).
Teaching one to many mostly concentrates or focuses on moderation and facilitation as
opposed to teaching and lecturing. Lectures are still important as they play a part in the
facilitation process. Facilitating can be very efficient since significant learning opportunities are
gained through active learning. Every learner or student is involved in the learning process thus
making it very effective in impacting knowledge (Fulton, 2012). Engaging students, active
learning, correcting misunderstandings by the learners, guiding learning and providing timely
feedback are the measures of the effectiveness of facilitating. This can be done or achieved
through a variety of pedagogical strategies. There is also a significant focus on the meaning of
the students or learners, concept exploration, and demonstration. The knowledge acquired
outside class is thus applied to the face to face setting as can be seen from the diagram below
(Hamdam, McKnight, McKnight and Arfstrom, 2013).

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The diagram below shows learning opportunities of a flipped classroom (Queensland University)

In a flipped classroom, educational technologies are significant features as they are used
to capture the essential contents for the learners or students. Technology helps students access
their work at own convenience and suits their pace of acquiring knowledge through learning
(Ebbler, 2013). This can be accomplished through the use of different sources of information
that include interactive multimedia, readings, and lecture materials among others. Educational
technologies are critical when it comes to learning as they explain the key content to be covered
by the students. It thus helps them master information and after that becoming knowledgeable
and educative (Gerstein, 2011).

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In addition, to the educational technologies are used in the flipped classroom, they
present learning materials to the learners through different formats and various methods. This
suits the different learning styles of the students and also embraces multimodal learning
(Gerstein, 2011). When a difficult concept is presented to learners in different formats or
methods, it becomes easy for them to synthesize and conceptualize it. It puts them in a position
to process concepts and ideas faster. Thus, educational technologies in a flipped classroom are
helpful in the presentation of learning materials to the learners that eventually held them
accountable for understanding hard concepts easily (Hamdam, 2013).
Educational Technology
Educational technologies in the flipped classroom provide opportunities for discourse and
interaction among the learners. They exchange ideas, views, comments and perceptions towards
certain topics in and out of class (Bergmann, 2012). These may include such tools as polling
tools, content creation tools, and discussion tools. The interactions among the learners help them
to conceptualize the hard topics and gain a better understanding of the key issues. Therefore,
educational technologies are significant in a flipped classroom as they create a friendly
environment for the learners to master concepts in class as well as outside the classroom (Blair,
Maharaj, Primus, 2015).
Flipped classroom learning conveys timely information to students or learners especially
when the educational technologies are applied. The reminders and updates for the students are all
made easy by the use of the relevant technology in the flipped classroom. The tools may be the
likes of announcement tools, micro-blogging among others (Blair et al., 2015). The educational
tools also provide immediate feedback to the students and teachers. The quizzes, assessment
tests, and polls are very effective in the provision of feedback about the progress of the learning

FLIPPED CLASSROOM LEARNING

process. The teachers, tutors or lecturers can gauge the level at which the learners have acquired
the concepts being taught. These tools help both the students and teachers to easily tell the
revision points. Also, they help capture data about the students. The data is normally used to
analyze the progress of the students and teachers and also identify the students who are not doing
well (Phillips and Trainor, 2014).
Flipped classrooms can be viewed as a new model for effective learning or teaching.
Classrooms are made to be places of active learning and not just passive learning, and this leads
to education changing in general. The students in tertiary institutions or higher education are
already active learners as they use different resources like e-books, social media, websites and
books in their own research in order to discover and explore in their daily lives (Fulton, 2013).
This usually happens with fewer interventions from the lectures, teachers or tutors. The
traditional learning method cannot be embraced by the students who are accustomed to active
learning either in groups or on their own. The learners always expect a learning environment that
helps them to develop knowledge for themselves and the information should not be passively
one-dimensional (Fester, 2012). Students always want to do something meaningful in their
learning process instead of just listening to the lecturer. Another expectation is to meet with
different students and interact by forming groups for discussion and project teams. This enhances
their learning and gives them opportunities to learn new things (Ebbler, 2013).
The flipped classroom experience varies from the traditional learning models in many
ways. In the traditional learning model, learners have to be present for every classroom and
session time. Students spent most of this time with their instructor's lectures and some question
and answered sessions. The learners are then assigned activities to their lectures on which they
work with them outside the classroom. This kind of arrangement normally creates a challenge to

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scheduling especially for a student with part-time or full-time jobs (Gerstein, 2011). On the other
hand in a flipped model, the students view the instructor online before they meet in the
classroom. This prepares students to face the topics that will be covered and discuss. They can do
so by individuals, small groups or the whole class. The flipped classroom learning employs
several multiple technologies that are used for instructions. These technologies include online
podcasts, language translation, tutoring, courseware, social networking, collaboration, content
access and lecture capture (Phillips and Trainor, 2014).
Benefits of Flipped Classrooms
The flipped classroom learning has many benefits both to the learners and teachers. It
makes optimal use of the student's and instructor's time. It enables the scalability of the
instructor's resources to support the high enrollment demands. It also provides increased access
to the instructors and learners experience. The key benefits of the flipped classroom learning
from the instructor's perspective are as explained below (Ebbler, 2013).
There is reduced time spent while engaging in question and answer sessions in the
classroom. The repetitive questions and answers can be reviewed online thus saving a lot
of time that can be utilized in other important activities.
There is increased time in the classroom that can be used in the presentation of content,
work with students and engage in discussions. This can be done either by small groups or
individuals.
There is a quick adaptation of lecture contents to respond to new learning needs. The
students can comprehend the concepts and create room for learning of more new things
throughout the learning process.
There is the capability of using lectures that are recorded in many course sections for
many years with tools that are easy to use for updating the contents. Therefore, the

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recorded lectures can be used reused over and over again in different course sections
(Ebbler, 2013).
Flip classroom learning is governed by four critical pillars. The pillars analyze and explain
this model of learning in details. They include F-L-I-P where F stands for Flexible environment,
L stands for learning the culture, letter I stand for Intentional content and P stands for a
Professional Educator. The first pillar that is flexible environment means that flipped learning
allows for the application of a variety of learning mode (Blair et al., 2015). The instructors often
physically make arrangements to accommodate other units or lessons to support independent
studies or group works (Philips and Trainor, 2014). They create flexible spaces that enable the
student to be able to choose when to learn and where they would like to carry out that learning
activity. Also, the lecturers or instructors who flip their classes are flexible in terms of what they
expect from the students timelines for learning. This also involves the assessment of the student
learning. Therefore, this pillar is capable of handling any learning mode that may be preferred by
the educators and the students (Bergmann, Overmyer, Overmyer, 2012).
Learning culture is the second pillar of flip learning. The teacher or instructor in the
traditional model of education is the primary source of the information required. The students do
little while the teacher does most of the work by providing all kinds of information to the
students regarding a particular learning subject or topic (Ebbler, 2013). The flipped learning
model by contrast deliberately shifts instructions to an approach that is learner centered. In this
case, most of the work is done by the students themselves, and the teacher or instructor just
provides guidelines or facilitates. Class time is normally dedicated to the exploration of topics in
greater depths and thus creating learning opportunities that are reaching. Due to this, the learners

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are actively involved in the learning process and thus create a strong knowledge base by
themselves (Fulton, 2013).
The third pillar of flip classroom learning is the intentional content. Flip learning instructors
continually think about how they can apply the flipped learning model in a way that will be
beneficial to the learners. They aim at helping the students to develop the conceptual
understanding and the procedural fluency (Ebbler, 2013). The educators usually determine what
they need to teach and the type of materials that they will require in the learning process. The
lectures often use intentional content in order adopts methods that are student-centered, active
learning strategies as opposed to instructors (Blair et al., 2015).
The fourth pillar involves the professional educator. The tasks that has been useful and often
more demanding more in a flip classroom learning than the traditional one are many. At the class
time, the educators continue to monitor and observe the learners and provide them with feedback
that is relevant to them (Ebbler, 2013). Assessing their work is also important as it creates a
feedback on the progress of the learners. Professional educators are usually reflective of their
thinking capacity; they connect with each other and form a network. This makes them connect
with each other, accept constructive criticism and improve their instructions. They also have the
ability to tolerate controlled chaos in their classrooms. Although these professional educators
take roles that are less prominent and visible in a flipped classroom, they remain the essential
ingredient that makes it possible for flipped learning to occur (Fulton, 2013).
Debunking the Flipped Classroom
Flipped classroom has attracted a lot of interest and attention in the recent years. Many
people are interested in knowing the nature of a flipped classroom. The perception and outcome

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of flipped classrooms have led to the discussion about getting rid of traditional classes, student
learning, and teachers efforts can be confusing when discussing. Many scholars have tried to
explain the myths surrounding the flipped classroom.
Many learners will not like the flipped classroom methodology is a reality and not a
myth. Many students will prefer the lecture format since they are accustomed to it. This is
because the workload on the students in a flipped classroom is quite large as they have to do
most of the work on their own compared to the lecture format where the lecturer does most of the
work (Steed, 2014). Flipping the classroom means that the students will have to work harder by
spending more of their time preparing for lecture independently and during the class time
completing the learning practices and exercises designed.
In such situations, student's objections will be expected. Thus, deciding on the type of
learning format either flipped classroom or lecture classroom should be based on the
effectiveness of the whole process and conduciveness. When switching to the flipped method
teachers should discuss the new teaching method with students and guardians in the appropriate
situation. They should be told the reasons for moving to a flipped classroom methodology and
thus open room for free discussion about the advantages and disadvantages of such format.
Teachers can discuss the different methods of online lecturing that help support effective learning
such as podcast, blogging, video clips. After a consensus has been between the two parties, then
the chosen teaching format can be comfortably implemented.
Flipping that is done in the right way should see the attendance increase. Freeing from
class to attend to other tasks beyond the usual lectures means that the students have time to do
more tasks about that subject. This can only be successful if the students and the instructors work
together and are in the same place. The students can form discussion groups during the freed

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11

time and discuss some issues that can be of help to them. It is infinitely easier to make students
come up with something in class especially when they have accessories like iPads and laptops
since they can browse the internet and do some research. These activities can be helpful to both
students and the instructor (Steed, 2014). Physical classrooms are necessary because there are
things teachers say and do that online material does not do the learner any justice unless it
happens in the classroom.
Flipped class does not mean getting rid of lectures. Sharing recorded lectures online
ahead of classes doesn't necessary mean that the lectures will not go on as usual. This only means
that teachers will be doing a different kind of lecture. When the content is covered online, the
tutor or lecturer normally gives different assignments in class thus giving the students flexibility.
It is thus recommendable to utilize the first 20 minutes to do a modified lecture (Roehl, Reddy,
and Shannon, 2013). This gives the lecturer an opportunity to address the students' issues or
questions that they may be having concerning a particular topic or video lecture. The instructors
should be proactive about tackling problems that appear. The last part of the class should as well
be a lecture. This is the times when the synthesis of a concept that has been covered is done. The
goodness of this system is there no worry about covering the material or syllabus. The online
lecture help covers the curriculum in time, and thus one is free to relax, more conversational and
able to improvise (Roehl et al., 2013).
Quality resources and assessment are pivotal in the success of flipped learning. Finding
clear and valuable information that helps students formulate their thoughts about information can
be difficult. Improving the number of quantity and quality of resources is still a major topic that
needs to be addressed (Blair et al., 2015). To ensure that students are learning about the
information they are receiving, the instructor must have an accurate assessment for learning

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(AFL) (Steed, 2014). There is no one right way to assessing students learning, Teachers can
present quizzes, projects, checking student notes as of means to verifying students are viewing
and comprehending each subject that is taught flipped.
There is a misconception of many higher education institutions that those students who
like flipped classroom methodology simply dislike lectures. The proponents of flipped
classrooms realize that the quality of lectures varies depending on the institution. Some lectures
thus should be left alone and impress those that are very helpful in terms of quality of content
covered. A pure lecture format has to be introduced to take the advantage of new technologies
and techniques. Therefore, it is up to the instructor to make the choice of migrating from one
lecture format to the next format. The lecturer is in the best position to know what the most
effective teaching method is since if he/she wants to flip classes, there should be enough
resources to support the methodology (Phillips and Trainer, 2014).
Determining the method of delivery will determine how long it takes for teachers to
implement a flipped classroom. The activities involved in flipped classroom like presentations
can require more time. A significant amount of time of the process of creating online materials
for a flipped class can be consumed by creating reliable information. However, once the
necessary materials and resources have been created and acquired, like online materials, they can
be utilized again and again thus saving time in future (Roehl et al., 2013). This can be very
convenient and helpful to the instructors since the same amount of materials can be utilized for
several classes at different times. When there is a good recording available, then it means that the
next time the class is taught the instructor will have less work to prepare. Although the
instructors may be preparing new materials for the lesson at least they will not be starting from
scratch (Fester, 2012). Also, the instructor may find it easier and fun to teach the flipped class

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since lecturing requires an intense energy and can be tiresome. Thus depending on the type
teaching format chosen, the most important objective to be achieved in the short and long run is
imparting knowledge to the students and making them acquire concepts as per the curriculum in
use (Steed, 2014).
There is a belief that when flipping classroom methodology is used, then the students
should be well equipped technically so as be in a position to tackle technical issues on their own
without the intervention of their lecturer. Thus, technologies for the use of a simple recording and
publishing system like Tech-Smith's relay can be very helpful to students in a flipped classroom
environment. In this case, the student will be required to have just a few and necessary
accessories like a computer and a microphone for them to be able to use the technology (Phillips
and Trainor, 2014). Therefore, instructors should move rapid authoring systems like relay out
from the tools that can only be accessed by the lecturers and into the student toolkit. Thus, every
student has to know how to create concise and compelling presentations. Thus, in the
assignments where students are required to create and share presentations is a good way of
diversifying the assignments and giving the students an opportunity to showcase their
knowledge.
Professional Presentation
The author can present this research paper to the International Society of Technology in
Education (ISTE) 2016 conference that will be held in Denver, Colorado. ISTEs conference
presents teachers with new ideas from up and coming technology. Here, at this expo educators
receive lectures and are presented with hands-on learning experiences to help innovate their
classrooms. This essay would be a good submission for the Digital Age Teaching and Learning.

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Flipped learning fits into this category due to the connection to technology and its need for more
research.

Conclusion
In retrospect, the flipped classroom learning style is simply a strategic direction that helps
students with learning. With the growth of technology, institutions can meet the expectations of
today's student by optimizing classroom time and teaching resources. The learning approach of
flipped classroom that is blended can be leveraged for both the organizational level and
individual courses to improve the instructional delivery and thus enhance the student satisfaction
and achievement in gaining knowledge. The best thing about this approach is that there is no best
way to deliver information to students. Though teachers need to assess their students' progress
actively, with more educational research on the rise, only time will reveal what methods help
students the most.

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References
Blair, Erik, Maharaj Chris, Primus Simmone. (2015). Performance and perception in the flipped
classroom. Education and Information Technologies. DOI 10.1007/s10639-015-9393-5.
Ebbler, J. (2013). Introduction to Ancient Rome; the flipped Version. Retrieved from
http://chronicle.com/article/Introduction-to-Ancient/140475/.
Fester, G. (2012). Inventing the flipped classroom.
Fulton, K. P. (2013). Byron's flipped classrooms. The Education Digest, 79(1), 22-26. Retrieved
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Fulton, K. P. (2012). Understanding the flipped classroom. Learning and Leading with
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Gerstein, J. (2011). The Flipped Classroom Model: A Full Picture. Retrieved from
http://usergeneratededucation.wordpress.com/2011/06/13/the-flipped-classroom-model-afull-picture/.
Hamdan, N., McKnight, P., McKnight, K. & Arfstrom, K. (2013a). A review of flipped learning.
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ippedLearning.pdf.
Jon Bergmann, J. Overmyer, B. Willie (2012). The Flipped class: Myths vs Reality.
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Phillips, C. R., & Trainor, J. E. (2014). Millennial students and the flipped classroom. Journal of
Business and Educational Leadership, 5(1), 102-112. Retrieved from
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url=http://search.proquest.com/docview/1644485724?accountid=12085.
Roehl, A., Reddy, S. L., & Shannon, G. J. (2013). The flipped classroom: An opportunity to
engage millennial students through active learning. Journal of Family and Consumer
Sciences, 105(2), 44-49. Retrieved from http://ezproxy.liberty.edu:2048/login?
url=http://search.proquest.com/docview/1426052585?accountid=12085.
The University of Queensland. About flipped classrooms. Retrieved from
http://www.uq.edu.au/teach/flipped-classroom/what-is-fc.html#papers.
Steed, A. (2012). The flipped classroom. Teaching Business & Economics, 16(3), 9-11.
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