A Critical Analysis of Flipped Learning as a New Educational Paradigm in the New Normal Post-Covid-19 Pandemic

Abstract

Flipped learning has become increasingly popular in higher education. The main aim of the paper is to propose an educational analytical, critical framework for flipped learning that has substantial implications for those concerned with educational development. The extensive primary literature on flipped learning, referred to as inverted learning, formed the basis for the present study. This foundational work of literature uses the term flipped learning and examines its implications for pedagogical education. After reviewing the literature on inverted learning, the new form of education is worthy enough to be studied further. The pedagogical, analytical, and critical framework of flipped learning developed in this article contains components that reveal different perspectives of flipped learning, from just a way of adding more mechanisms to the classroom, as a tool to adapting the current pedagogy. The framework components are instructional foundations, learning theories, Bloom's taxonomy, and a conceptual framework of flipped education, which is discussed in light of its connection to the educational foundations of flipped learning. Descriptive and philosophical-analytical research methods are used.