Flipping the Classroom With the advancement of instructional technologies, educational organizations are “flipping” or “inverting” their classrooms “to introduce students to content outside of class and actively engaging concepts inside class” (Baker, 2000). Flipped classroom approach is one of the new teaching strategies that requires students to significantly engage with instructional content before coming to class. It has been designed based on constructivist theories of learning which view knowledge as something that must be built up by learner. Flipped classroom approach removes the traditional transmissive lecture and replaces it with active in-class tasks. In such classes, teachers usually give all learning materials to students, assign recorded video lectures as homework and use class time for active learning exercises and direct engagement with students. Schults and his colleagues (2014) conducted a study on the effects of flipped classroom model on student performance. They found that effective implementation of the flipped classroom approach can improve classroom management, increase student-teacher interaction, increase group collaboration, enhance students’ critical thinking skill, and increase students’ sense of responsibility for their learning. In line with this idea, Lage, Platt, and Treglia (2000) found that classroom flip which provides opportunities for students to learn through a variety of different kinds of activity in the classroom; can increase faculty-student interactions and students’ communication skills. According to Bowen (2012), skilled, professional teachers play a significant role in successful implementation of the flipped learning model. Instructors should ensure that objectives of a course, teaching and learning activities and the methods for assessing students’ performance are in alignment and support each other. In flipped classrooms, teachers should use a variety of teaching techniques and activities in their classroom (such as group discussion, problem based learning, research project, and collaboration) to improve students’ learning and enhance their higher order thinking skills such as problem solving, reasoning, and critical thinking skills. Moreover, they should be more authentic in their assessments. They should use educational assessment to raise students’ achievement. They should create a more positive relationship with their students and help them to understand clearly what they should learn and how to learn. It would seem that this innovative approach of teaching which uses variety of active learning techniques can enhance students’ deep learning. Although research studies indicated that flipped classroom is more effective than traditional lecture in delivering instruction, it is not always the best approach. Teachers need to evaluate learning objectives, and learners’ characteristics to determine if flipping the classroom is the best means for instruction. References Baker, J. W. (2000). The "classroom flip": Using web course management tools to become the guide by the side. Paper presented at the 11th International Conference on College Teaching and Learning, Jacksonville, FL. Bowen,J. A. ( 2012). Teaching naked: How moving technology out of your college classroom will improve student learning. John Wiley & Sons. Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. Journal of Economic Education, 31, 30-43. Schultz, D., Duffield, S., Rasmussen, S. C., & Wageman, J. (2014). Effects of the Flipped Classroom Model on Student Performance for Advanced Placement High School Chemistry Students. Journal of Chemical Education, 58-69.
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