Basics and Key Principles of Flipped Learning: Classes Upside Down

Abstract

For many years up till now, language experts have been seeking better ways to teach and learn. All through the history of teaching and learning, traditional methods have come and gone. Despite traditional methods, modern methods tend to be more of a student-centred, constructivist, inquiry based one. An eye-catching model gaining popularity recently is "Flipped Learning". In pursuit of autonomous and active students, flipped learning gets the traditional classes all upside down! The teacher and the students just swap roles inside and outside the class. Students take the real control of their own learning and have a say in the process. This paper aims to give insights into flipped classes: the roles, process, and step by step what is really happening inside and outside! Index Terms-Flipped classes, flipped learning, language learning and teaching, learning and teaching.

Flipping the Classroom for Optimizing Undergraduate Students’ Motivation and Understanding of Medical Physics Concepts

“…Indeed, no one can deny that motivation plays an effective role in the learning process. The present positive results are consistent with the findings of numerous studies referred to in the literature (Abeysekara & Dawson, 2015;Akçayır & Akçayır, 2018;Al-Zahrani, 2015;Bergmann & Sams, 2012;Chung & Lee, 2018;Cole & Kritzer, 2009;Deckers, 2018;Demirel, 2016;Gayeta, 2017;Johnson et al, 2016;Jyothia & Penman, 2017;Su & Chen, 2018;Tütüncü & Aksu, 2018).…”

“…Instead of using the traditional approach which is based on the transmission of knowledge, teachers just provide students with the materials and let them prepare the lessons for themselves. Demirel (2016) asserts that flipped learning gets the traditional classes all upside down. The teacher and students just swap roles inside and outside the class so as students take control of their learning.…”

A Content Analysis of the Studies on the Use of Flipped Classrooms in Foreign Language Education

“…We provided a figure summarizing the main points of the study by Temizyurek and Unlu (2015). The flipped classroom concept has the following advantages: Students can review material at their own pace and according to their own needs; the videos make the most of class time to advance the deeper, inquiry-based learning; teachers can structure class time to optimize individualized attention to students; students have the opportunity to make use of the material they are learning in a reinforced setting; it fosters autonomous learning and student-student/student-teacher interaction; it enables educators to use the language of today's students who use the web and social media for information and interaction frequently; it provides transparency of instruction and parent/tutor involvement; it develops higher order skills in the classroom; it allows the teacher to improve skills in which the student has not been proficient yet; it provides students with real life situations, students can have a chance to listen to both native speakers and their teachers; teachers are advantageous as there is ready-to-use rich content; language educators are often able to repurpose time to incorporate activities that did not previously fit within the time constraints of the curriculum ( Flipping the classroom, 2011;Bergmann & Sams, 2012;Brame, 2013;Herreid & Schiller, 2013;Muldrow,2013;Basal, 2015;Correa, 2015;Chilingaryan & Zvereva, 2016;Demirel, 2016;Quda & Ahmed, 2016).…”

Flipped Learning in Education: A Content Analysis

“…Chuang and Chen (2018) defined the flipped model as an effective learning strategy that helps students' understanding of the concept of the content to be taught in the classrooms beforehand, simply by watching the already prepared video recordings. Most often, an online lecture holds the pivotal position in this learning approach, which integrates several technological tools to make the teaching-learning process in the classroom much easier (Demirel, 2016).…”