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Last Reviewed:
March 28, 2024
First Published:
March 10, 2022
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Hurtubsie et al. (2015) described the flipped classroom as “the practice of assigning students didactic material, traditionally covered in lectures, to be learned before class while using face-to-face time for more engaging and active learning strategies” such as case-based or team-based learning, reflection, simulations, or discussions. By flipping the classroom, students are given the opportunity to progress through the lecture or reading materials at their own pace and review multiple times coming to class prepared to deepen this learning through application. The key elements to flipping the classroom are providing students the opportunity to gain exposure to information before class, incentivizing students to prepare, assessing student understanding, and implementing in-class activities that promote critical thinking (Brame, 2013).
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Use the comments section below to let us know your ideas about flipped classrooms.
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Using a flipped classroom can show “statistically significant improvement in learner performance” (Hew, 2018).
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Flipped classrooms “can effectively improve student outcomes, increase student engagement, and enhance critical thinking development” (Persky, 2017).
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Student preparation for class is essential. Use quizzes at the beginning of class to determine student readiness.
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Start small. Test out the strategy by flipping one lesson instead of the entire course.
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Pre-class activities should provide students with foundational knowledge; however not be too burdensome. Consider the ratio of 1:2 for in-class to out-of-class activities (Persky, 2017).
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Provide students an orientation to the strategy.
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