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Concept and Characteristics of Flipped Classroom

Article in International Journal of Emerging Trends & Technology in Computer Science · October 2016
DOI: 10.18535/ijetst/v3i10.01

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IJETST- Vol.||03||Issue||10||Pages 4668-4670||October||ISSN 2348-9480 2016

International Journal of Emerging Trends in Science and Technology

Impact Factor: 2.838 DOI: https://dx.doi.org/10.18535/ijetst/v3i10.01

Concept and Characteristics of Flipped Classroom

Authors
Suwarna Rani Subramaniam1, Balakrishnan Muniandy2
1
Kolej Matrikulasi Pulau Pinang, Malaysia
Email: [email protected]
2
Universiti Sains Malaysia, Malaysia
Email: [email protected]

ABSTRACT
In the Flipped Classroom model, work that is normally done in class and works that is normally done as
homework is flipped or switched. Before coming to class, students read materials and view videos on the
topic assigned and then engage in class in active learning using games, simulations, discussions or
experiments with the assistance of the educator. In short, listening to lectures or watching videos is
accomplished at home and homework is done in class, hence the term flipped or inverted classroom. This
review paper discusses the concept and characteristics of Flipped Classroom as it can be beneficial to
newcomers for this method.
Keywords- Concept of Flipped Classroom, Characteristics of Flipped Classroom.

1. INTRODUCTION Classroom approach by doing so, but there are

This review article contains concept and characteri- hundreds or probably thousands of resources
stics of Flipped Classroom approach. As this available online that could be used as learning
approach of teaching is getting popular each day, material. Bergmann and Sams (2012) have
this article will be beneficial to newcomers in described the Flipped Classroom approach in a
attempt of trying Flipped Classroom approach. wider view. According to them, the Flipped
Classroom approach is a setting where students take
1.1 Concept of Flipped Classroom charge of their own learning and this increases
An educator or teacher needs to be aware of the communication and contact time between students
misconception of the Flipped Classroom approach and teachers. The Flipped Classroom approach then
before implementing it in their educational gives priority to students where all students are
institutions. There are a few misconceptions about engaged in their learning and the teacher becomes
the Flipped Classroom approach. Bergmann, the “guide on the side” and not the “sage on the
Overmyer, and Wilie (2013) stated that educators stage” as described by Baker ( 2000). This
often think that the Flipped Classroom approach is a description is supported and stated by Pinnelli and
synonym for online videos or online courses which Fiorucci (2015), by agreeing that the Flipped
replace a teacher’s role and students usually work in Classroom approach is indeed an approach to
isolation by staring at a computer screen. Another promote democratization of learning as the
misconception about the Flipped Classroom autonomy is in students’ hands to view the lecture
approach is that the educator has to stand or sit in videos anytime and anywhere before coming to
front of a camera and record themselves lecturing. class. Subsequently, in the class, students are given
For beginners, one could start using the Flipped freedom by participating in such space that allows

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them to voice out their opinion and share knowledge version of Bloom’s taxonomy for cognitive learning
through collaborative and cooperative activities. (R.Krathwohl, 2002). By practicing Bloom’s
According to Pinnelli and Fiorucci (2015), the revised taxonomy in a Flipped Classroom, the lower
Flipped Classroom approach is not a well-defined level of cognitive work such as understanding and
epistemology or a teaching model but is an outcome remembering are done by students outside of class.
of many types of best ventured practices as a way to Higher form of cognitive work such as analysing,
fulfil the need of the education world by applying, creating and evaluating are done in class
redesigning student centred learning as suggested by with the support of their peers and instructor (J.
Bloom, Vygotsky or other teaching methods like Brame, 2013). The Flipped Classroom model
Peer-Assisted Learning, Collaborative and addresses this in The Flipped Manifest (Bennett et
Cooperative learning to maximize the class time and al., 2011) which is as stated below:
to consent the autonomy of the student.

Nevertheless, before class and in-class activities are

both important. According to Sweet (2012) “a key
component to successful blended or flipped
classroom practices has been the micro-lecture”(p.1),
which means activity before class is as vital as the Figure 1: A revised version of Bloom’s Taxonomy
in-class activity. Hence, giving material in the form
of micro-lecture, reading material, online games, or 1.2 Characteristics of Flipped Classroom
online quizzes in hand before class is important as it There are many versions and viewpoints on
gives an overview of the topic to be discussed or characteristics of the Flipped Classroom approach.
analysed in the next day’s class. Since the materials According to University of Minesota (2013),
are already given earlier to the students, the contact although there are many opinion for characteristics
time with students’ increases and this allows of Flipped Classroom approach in an educational
enhancement of students’ learning process. setting, the most successful Flipped Classroom
Bergmann and Sams (2012) believe that if an approach has three characteristics. Firstly, the in-
educator implements micro-lecture for his or her class learning environments are highly structured,
class prior to coming to class, the in-class activities which means the educator has to plan for every
can be varied by guiding students in groups or single minute to keep the students engaged with the
individually, answering questions, mastery learning lesson. Secondly, the in-class activities need to
or giving remediation depending on the students’ designed in such a way that students solve problems,
progress in the topic. answer quizzes, apply or retrieve the content that
they learnt earlier in the flip video. Lastly, students
According to Bergmann and Sams (2014), once are massively encouraged via grading, in-class
they started flipping the classroom, they were able activities, and educator expectations to complete
to use class time to help students go deeper into the out-of-class work and show up for in-person
content. At the same time educators may reach sessions.
higher levels of Bloom’s Taxonomy. Bloom’s
Taxonomy identifies different domains of learning, However, according to Hamdan et al. (2013), while
from the memorization of facts to the there is no “how-to” list associated with the Flipped
implementation of knowledge which leads to Learning model, there are unifying themes which
creation of something new. Each domain represents identified those four Pillars of F-L-I-P, an acronym
different levels; for example Error! Reference of Flexible Environment, Learning Culture,
source not found.Figure 2.1 shows the revised Intentional Content, and Professional Educator.

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IJETST- Vol.||03||Issue||10||Pages 4668-4670||October||ISSN 2348-9480 2016
Flipped Classroom educators need to accept that the basic knowledge outside of the class, educators need
in-class time will be somewhat noisy and to spend the class time for deeper learning. When
disorganized, as compared with the quiet common the students participate in engaging activities such
type of a well-behaved class during a lecture. King as debates, analysis of data and syntheses type of
(1993), stated that in the teacher-centred class, the activities, it promotes critical thinking in the
teacher is the main source of information, like students.
“sage on the stage”, who gives information to
students, generally via lecture mode. In the Flipped 2. CONCLUSIONS
Learning model, there is a switch from a teacher- By knowing the concept and characteristics of the
centred classroom to a student-centred approach Flipped Classroom approach, educators may plan
where class time is determined for exploring content their lesson plan accordingly ahead of the classes so
of the topic in greater extent and creating a richer that the approach is meaningful and useful.
learning environment. Intentional Content means
educators maximize classroom time by adopting ACKNOWLEDGEMENT
various methods of engaging activities such as peer The authors would like to honour the continuous
instruction, problem-based learning and others. In support and encouragement given by Universiti
the Flipped Learning model, Professional Educators Sains Malaysia (USM) in making this research
are more important than the traditional method of possible.
teaching as educators must be skilled and wise
enough to convert a lecture-based class into an REFERENCES
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