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Flipped Classroom

The student is responsible for making an initial approach to the content outside the classroom, with lesson time organised for more complex and interactive activities

Concept

The flipped classroom is a teaching method that reverses the traditional classroom dynamic. In the flipped classroom, the student is responsible for making an initial approach to the content outside the classroom, using teaching resources (videos, readings or others) intentionally prepared and/or made available by the teacher for this purpose, with class time being organised to carry out more complex and interactive activities, such as problem-solving, group discussions or projects.

The classroom, with the sequence of flipped activities (at home, exposition; in class, problem-solving):

  • allows students to participate more actively in lessons, since they have prior knowledge of the content;
  • gives teachers more time to meet the individual needs of students (Flipped Classroom Field Guide, 2014);
  • generates more flexible learning paths, as students can progress through the learning process at their own pace.

Underlying principles

  • Prior access to content, ensured by the availability of various resources (videos, readings, podcasts, documentaries, among others).
  • Student-centred learning, encouraged to prepare in advance for the face-to-face lesson by reading, listening to and viewing sources of information and knowledge on their own, which helps them to understand the content being learnt and to identify questions that can be answered in the classroom.
  • Active learning with students encouraged to participate actively in the learning process through practical application of concepts, problem-solving, group discussions and quizzes, for example.
  • Formative assessment conducted by the lecturer through immediate feedback given to students as they carry out classroom activities.
  • Academic development, enhanced by the existence of opportunities to receive feedback from students and use this feedback to adjust classroom activities according to student needs (Flipped Classroom Field Guide, 2014), is a practice that facilitates teachers' academic development and improves learning (Shulman & Shulman, 2009).

Advantages

Promotes active learning
Collaboration between students and interaction with the teacher are essential for successful teaching and learning in the flipped classroom. By participating in active learning activities, students are encouraged to think critically, solve problems and collaborate with each other.

Stimulates understanding/construction of new knowledge
Video recording and permanent access to information promote students' understanding and deepening of their knowledge, which leads to the construction of new knowledge.

Promotes self-regulated learning
Watching videos before face-to-face classes allows students to identify their weaknesses and understand their level of knowledge of the content covered.

Improves students' academic performance
In blended learning environments, prior access to content allows teachers to target lessons according to students' needs, addressing gaps in understanding and stimulating their skills.

Today, the flipped classroom is a recognised teaching method used by teachers at different levels of education (Flipped Classroom Field Guide, 2014). Studies indicate that the flipped classroom has the potential to improve students' academic performance, as it stimulates students' cooperation and involvement in the activities proposed in the classroom (Remião & Veiga, 2022).

The flipped classroom is a method that can be effective in improving student learning, but it requires planning and effort on the part of the teacher (Educause, 2012). One of the main challenges is video recording, which can be time-consuming and requires technical skills (Educause, 2012). However, as Perrenoud (2008) points out, the academic performance of students and the quality of higher education sometimes depends on the quality of the teaching staff.

Still, for students to learn effectively, it is important that they take an active role in the learning process (Bologna With Student Eyes, 2020). This means that they must be able to self-regulate, i.e. manage their own learning (Perrenoud, 2001). This ability includes skills such as setting goals, monitoring their progress and making adjustments as necessary (Perrenoud, 2001).

Stages

Preparation stages

The first step in preparing the flipped classroom is to define the objectives and learning outcomes that the teacher wants to achieve with the flipped classroom. This will help guide the choice of resources and activities to be implemented (Flipped Classroom Field Guide, 2014). The learning objectives should be consistent with the teaching and assessment methods, which should be designed to achieve the intended learning outcomes (Biggs, 1996). With the learning objectives defined, it is important for the teacher to select the resources that will be used outside the classroom. These resources can include videos, articles, podcasts, exercises, among others (Flipped Classroom Field Guide, 2014).

In the process of planning activities, it is essential to develop those that will be carried out in the classroom during the production of materials. These activities should give students the opportunity to explore concepts previously learnt outside the classroom, contributing to the development of their skills. In this sense, it is the teacher's responsibility to encourage students to have contact with the material before the lesson, emphasising the relevance of this preparation for the learning process in the classroom. The planning of classroom activities should include practices that allow the concepts learnt during preparation to be applied. This could include organising practical activities, discussions or exercises that consolidate students' understanding and promote an engaging and interactive learning experience.

As far as assessment is concerned, and this is a formative assessment model, forums can be used to assess students' understanding of a given topic. As well as assessing students' understanding, forums can also be used to promote active and collaborative learning, as students are encouraged to participate in discussions, sharing ideas and perspectives. To summarise, formative assessment is a continuous assessment process that takes place during the learning process, the aim of which is to provide feedback to students, helping them to build knowledge and improve learning outcomes (Fernandes, 2006). Therefore, integrating forums as part of the flipped classroom dynamic can be a valuable strategy for strengthening student participation, promoting the exchange of ideas and building meaningful learning.

Implementation stages

The implementation of the flipped classroom involves several fundamental principles that aim to promote a student-centred approach and encourage active and collaborative learning. In this context, providing online resources for students to consult before the face-to-face lesson, as well as early access to the content, allows students to familiarise themselves with the content that will be covered in class. This facilitates understanding and learning, but also allows them to identify doubts, which can be clarified in class. This method promotes student-centred learning, encouraging the development of autonomy and self-regulation skills. Students can learn more effectively by adapting to their own needs and learning pace (Perrenoud, 2001).

In this scenario, active learning, resulting from the active participation of students in the educational process, provides a deeper understanding of the content. It also favours the development of socio-emotional skills such as cooperation, communication and problem-solving (Johnson & Johnson, 2009).

With regard to formative assessment, just-in-time teaching is a pedagogical strategy that uses student performance data (formative assessment) to adjust teaching to the specific needs of each student (Flipped Classroom Field Guide, 2014). In this context, immediate feedback is a powerful tool that can help students learn more effectively and efficiently (Flipped Classroom Field Guide, 2014). It is particularly important in active learning activities, where students have the opportunity to actively participate in the learning process, as it allows students to clarify doubts, improve academic performance and, at the same time, reflect on their own learning, identifying possible weaknesses in their knowledge (Flipped Classroom Field Guide, 2014).

As for refining the educational process, this is a dynamic and ongoing process that must be constantly improved (Flipped Classroom Field Guide, 2014). One of the ways to do this is to listen to student feedback (Flipped Classroom Field Guide, 2014). This practice provides the opportunity to improve lessons, adapting them to meet the needs of each student more effectively (Flipped Classroom Field Guide, 2014).

Finally, summative assessment should be designed to measure the learning outcomes proposed for the course unit, since aligning assessment with learning outcomes is one of the key elements of quality in higher education (Biggs, 1996). As well as playing an essential role in assessing student learning, it also serves as a means of refining the quality of higher education (Shulman & Shulman, 2009). As discussed by Shulman and Shulman (2009), academic teacher development plays a fundamental role in promoting the continuous improvement of the educational process.

By way of conclusion, the principles of the flipped classroom are based on a student-centred approach that promotes active learning. These principles can be applied to different curricular units and levels of education. By following these principles, teachers can create a more effective and engaging learning environment.

Resources

  • Flipped Learning Network
    In 2014, the Flipped Learning Network created a portal that is an important source of information for teachers at all levels of education and in all curricular units who wish to implement the flipped classroom.
  • Learning Catalytics
    Learning Catalytics offers teachers free interactive software, enabling students to discuss, apply and get real-time feedback on the content presented during lessons. Learning Catalytics is an interactive response tool that encourages active learning.

References