International Journal of English

and Literature (IJEL)

ISSN (P): 2249-6912; ISSN (E): 2249-8028
Vol. 8, Issue 4, Aug 2018, 1-4
© TJPRC Pvt. Ltd.

IMPACT OF FLIPPED CLASSROOM

D. INDIRA PRIYADARSHINI
Associate Professor, Department of English, Vidya Jyoti Institute of Technology, Telangana, India
ABSTRACT

This study explores the "flipped" classroom and its outcomes on student learning. The flipped classroom is a
sort of preparing in which students learn new substance in the midst of out-of-class-time instead of the customary study
hones that are frequently given, which opens up class time for activities, problem-solving, and diverse kind of instruction.
In the midst of this examination, a flipped classroom was executed in an English classroom for I Year B. Tech
understudies. Data was accumulated from student’s grades, a classroom discussion, and my own notes from teaching. The
results show that some potential favorable advantages of the flipped classroom make it a sort of preparing that teachers
should not to disregard.

KEYWORDS: Flipped Classroom, Project-Based Learning, Problem-Solving, Prerecorded &Conventional Classroom

Original Article
Received: May 17, 2018; Accepted: Jun 07, 2018; Published: Jun 30, 2018; Paper Id.: IJELAUG201801

INTRODUCTION

A present pattern in the instruction group has instructors flipping out the country over. This pattern is
known as the "flipped classroom" or "transformed classroom." A flipped classroom, as its name recommends, is
where the address and homework have been switched. As such, the training issues typically finished at home are
dealt with in the classroom, and the immediate guidelines regularly given amid class time is given as homework
through video addresses, perusing assignments, or some other direct direction conveyance technique.
Notwithstanding, this thought has developed into a more nuanced type of instruction.

The principle expectation of this investigation was to examine the adequacy of a customary address based
classroom versus an altered flipped classroom instruction. In the conventional classroom, students were given
lectures in the classrooms and they were discretionary. There were no tests or question answer sessions. Students in
the flipped classroom were required to watch the prerecorded addresses previously going to the class. There were
later presented to test and question-answer sessions.

SURVEY OF LITERATURE

The utilization of the flipped classroom can possibly be a successful and advantageous strategy for
instruction. Supplanting direct guideline (the express scripted introduction or conveyance of data or an undertaking)
from the class time with video addresses saw outside of the classroom takes into account more class-time to be
utilized for dynamic learning. Dynamic learning can incorporate exercises, discourse, understudy made substance,
free critical thinking, request based learning, and venture based learning (Bergmann, Overmyer, and Wilie, 2012).
This utilization of class-time can make a classroom situation which utilizes collective and constructivist getting the
hang of; mixing with the immediate guideline utilized outside the classroom (Tucker 2012). Constructivist learning
happens when understudies pick up information through direct individual encounters, for example, exercises,

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2 D. Indira Priyadarshini

ventures, and exchanges. (Ultanir, 2012). The recurrence of these individual encounters can be expanded in a flipped
classroom using exercises, making understudies who are dynamic students (learning by taking part in investigation, blend,
and assessment), as opposed to aloof students (learning by the assimilation of data from hearing, seeing, and perusing)
(Minhas, Ghosh, and Swanzy, 2012; Sams, 2013). The aloof learning of a flipped classroom occurs amid the video
addresses outside of class, arranging for in-class time for dynamic learning (Tucker, 2012). Dynamic learning has been
found to deliver preferable evaluations over uninvolved learning (Minhas, Ghosh, and Swanzy, 2012). Community -
oriented learning happens when at least two individuals pick up something together, considering each other responsible for
their learning (Roberts, 2004). Community learning can make understudies who are more put resources into their own
particular getting the hang of, craving to prevail keeping in mind the end goal to meet the desires of one's associates
(Roberts, 2004). Through gathering exercises, discourses, and gathering critical thinking, a flipped classroom can
accomplish an abnormal state of community-oriented learning.

METHODOLOGY

Two segments of B. Tech I year understudies of EEE branches are taken as a test of my investigation to check the
adequacy of the customary classroom and modified flipped classroom. In the conventional classroom for EEE A
understudies live addresses were given whereas in the changed flipped classroom i. e. EEE B, Prerecorded addresses were
given to the understudies and they were made a request to watch the addresses previously going to the class. In any case,
understudies of both branches were furnished with same address notes before class. Understudies of the flipped classroom
have tests and question-answer session.

Understudies in the changed flipped class were not given live addresses but rather were made a request to watch
recorded addresses from the customary course before class. Addresses were strengthened with either homework issues that
were later talked about in class or few inquiries that were controlled toward the start of the class. Issues were not taken a
shot at as gatherings in class, but rather each class was given homework or test as a major aspect of the exchange in lieu of
a conventional address. Test and homework's were reviewed.

Understudies in the two segments were given indistinguishable example exam addresses that were talked about in
an hour long audit session before the exam. The general viability of these diverse learning methodologies was
fundamentally surveyed by making understudies to answer similar sorts of tests.

RESULTS

The execution of the understudies of the flipped classroom was superior to the execution of the understudies who
had experienced conventional educating. Most understudies concurred that they watched the address recordings before
coming to class. Understudies felt that the tests given toward the start of every session spurred them for more prominent
pre-class readiness. Numerous understudies detailed that flipped classroom display was one of a kind as far as they can tell
and most had a moderately low level of beginning eagerness for this organization. Be that as it may, in course of time
numerous understudies revealed expanded excitement after the experience however, a couple of understudies
communicated disappointment.

Numerous understudies favored exchange amid class session. A few understudies announced that pre-class
planning enabled them to think of more keen inquiries to be talked about n the class. This procedure additionally helped
them to be in the know regarding the material and made concentrate less demanding for the exam.

Impact Factor (JCC): 6.2987 NAAS Rating: 3.12

Impact of Flipped Classroom 3

CONCLUSIONS

This examination was made to assess the adequacy of a customary address based class versus a changed flipped
classroom. Inside a similar gathering, the flipped classroom show seemed to have the beneficial outcome on general
understudy execution. The essential goal of flipped classroom demonstrate is to concentrate on dynamic pre-class
readiness, in this way permitting classroom time to concentrate on issues and dialog, including more dynamic learning. In
some flipped variant, the classroom session would involve group-based learning in which the educator assumes the part of
a facilitator instead of a teacher.

My underlying knowledge with an adaptation of flipped classroom display was sure. I opine that such a model
could be utilized by the whole staff with adequate specialized help to encourage conveying a prerecorded address to
understudies. In light of understudy input, it is opined that utilization of homework and in-class tests was a basic
persuading factor that adds to the understudy's cooperation in classroom discourse. This model likewise gives the instructor
more class time to strengthen on imperative focuses or draw in then in critical thinking works out. At last, it is opined that
flipped classroom display is a very powerful intends to enhance understudy's execution.

REFERENCES

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2. Szparagowski, Raymond, "The Effectiveness of the Flipped Classroom" (2014). Honors Projects. Paper 127.

3. Bergmann, Overmyer, & Wilie. (2012). The Flipped Class: What it is and What it is Not. The Daily Riff.

4. Strayer, J. F. (2008). The effects of the classroom flip on the learning environment: A comparison of learning activity in a
traditional classroom and a flip classroom that used an intelligent tutoring system. Dissertation Abstracts International
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5. https://www.iitbombayx.in/dashboard

6. Pedagogy on online and blended teaching learning process, IITBombayX.FDP201x

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