What does a flipped classroom look like? You won’t see a teacher lecturing at the front of the class while students take notes. According to a recent Schoology study on the state of digital learning, 28.5 percent of educators used some form of flipped learning during the 2018-19 school year. Khan Academy offers recorded video lessons for independent study, and such video resources are a big part of the overall picture in today’s flipped classrooms. Khan Academy’s popularity is a case in point. Since then, the notion of covering new knowledge at home and applying that knowledge at school has continued to gain traction. Research published in The Journal of Economic Education in 2000 found that educators implementing the flipped classroom strategy at the college level had more time to address their students’ different learning styles during class sessions. The tactic allowed Mazur to step down from the lectern and serve as a coach for student learning, helping his students teach each other. Harvard professor Eric Mazur’s book Peer Instruction: A User’s Manual advocates moving information transmission outside the classroom to free up time for in-class application of the material. The idea of flipped learning emerged in the 1990s, stemming from research on instructional strategies. Overall, many educators find the advantages of flipped classrooms outweigh the drawbacks.
On the other hand, they can increase prep time for teachers and can present challenges to students. On the one hand, they help teachers save valuable class time while boosting student engagement.
Teachers guide students as they explore in-class activities that build on what they’ve learned outside of class.ĭoes the flipped classroom really work? Flipped classrooms have pros and cons. Primed with prior knowledge, students enter a flipped classroom ready to construct meaning, freeing up valuable class time traditionally slated for information transmission.
A flipped classroom turns traditional instruction on its head: homework comes first, then classwork.
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