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Flipped Learning Aspects and Methodology Essay

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Updated: May 9th, 2022

The main points of the idea of a flipped learning

The last dramatic changes in the technologies and creation of the new devices gave rise to blended learning classrooms and promoted the evolution of the unique educational phenomena known as the flipped classroom.

A number of scientists, instructors, teachers, and officials admit the great potential of the given model and highlight the positive effect it has on the learning process. Under these conditions, the given approach to instructions becomes popular. Nevertheless, the idea and main concepts of flipped learning are not new and have already been mentioned by investigators; however, the current level of the development of technologies and their widespread conditioned the significant increase of its popularity. Jonathan Bergmann and Aaron Sams could be considered the first educators to implement the given method into the functioning of a certain educational establishment.

Having noticed the fact that a certain number of students miss classes, they started to use video recordings and screencasting software to record lectures, presentations, seminars, etc. These very materials were then posted on YouTube for all students, who had missed the class, were able to download and access the material they wanted. This new approach contributed to the reconsideration of the traditional one and resulted in a significant shift of priorities. The success of the above-mentioned flipped classroom prototype was evidenced by the fact that the given change in the method resulted in the increased interaction between students in the class.

In general, flipped learning implies the replacement of the after-lecture homework with the students individual work before class and the precise investigation of the important material on their own. The main advantage of the given approach is its flexibility as teachers obtain more time and could help students who have various problems. Additionally, they could use the given methodology to increase the level of interest and discuss with their peers some interesting facts to promote the development of thinking skills.

Flipped Learning Network (FLN) suggests a certain definition of the already mentioned term flipped learning to avoid some misconceptions and improve the comprehending of the main idea. Under these conditions, flipped learning is a new pedagogical method that implies the shift of priorities from the direct instructions to the individual learning space. The resulting group space is altered into a dynamic, interactive, invitational learning environment characterized by the educators efforts to guide students and engage them in the subject matter to improve their critical skills and knowledge.

However, to be able to use the method of flipped learning, teachers have to incorporate four basic components into their practices and experiences. Yet, the new approach helps educators to manage their time more effectively and increase their flexibility; moreover, the significant change of the learning culture, efficiency, and academic performance are crucial for the given method and requires some additional research.

Investigating the image and popularity of the new approach, Bates and Galloway found that 80% of survey respondents preferred the flipped structure based on the pre-class reading and quiz tasks to the traditional methods. Additionally, Fulton discovered that the Flipped classroom method could be characterized by numerous advantages such as the increased student engagement, better usage of the classroom time, new opportunities for discussion, and access to a number of expert thoughts and instruction anytime. The combination of these aspects proves the advantageous character of the new approach and conditions its further evolution.

Milman also admits the advantageous character of the new method and insists on its further evolution. He notes that the flipped classroom can increase class time through more engaging instruction. Daviesteal is another admirer of the idea of the given shift of priorities. The researcher is sure that a technologically enhanced classroom could be both effective and interesting for students who are bored with the traditional approach. It could promote learning even better than stimulation based training because of its unique nature, which combines innovations with a certain level of freedom. Moreover, Daviesteal finds that students in a college-level information system spreadsheet course were more motivated with the model, which rested on the main elements of flipped learning.

Besides, Enfield suggests the idea that the further implementation of the flipped classroom could be considered another step towards the development of a more customized learning environment, which might encourage a student to learn anytime and anywhere. Moreover, the educational establishment could not be associated with outdated and boring methods that decrease the level of motivation. Enfield states that the majority of students benefited from the given approach and increased their efficiency and their ability to learn without any control.

Furthermore, Findlay-Thompson & Mombourquette tend to investigate the level of the academic performance peculiar both for students who were taught by the new and traditional systems. Investigators state that students in a flipped classroom did not demonstrate the significant differences comparing with the two traditional lecture-style classes; however, they had much more opportunities in class to communicate with teachers and their peers, ask topical questions and share some thoughts related to a certain issue. In general, they experienced a better learning environment and were more motivated to learn and acquire knowledge.

However, many programs and researches highlight the great efficiency of the new approach and describe the possible framework for the implementation of the flipped learning in higher education and various educational establishments; but there is a certain lack of empirical evidence related to the usage or outcomes of flipped learning to improve the student’s performance in terms of the high school engineering education. Resting on the given fact, the given study is focused on the investigation of the impact a flipped learning method might have on high school students who take an introductory-level course on bridge CAD, regarding the student achievement and learning attitude towards the most important subjects.


It is obvious that a study should use only the relevant and credible sources needed to contribute to its great practical use. That is why a certain set of criteria was imposed on the results obtained from the database searches used to obtain articles needed for the research.

There are several main points that helped to distribute articles and determine their credibility and relevance.

  1. The articles chosen as a source must be published in a peer-reviewed source to provide only relevant and proven information
  2. Articles must revolve around the cases of the implementation of the flipped learning approach into higher education in terms described above. There should be a pre-lecture component combined with the in-class activities.
  3. The article should also provide a certain evaluation of the approach and students opinions related to the usage of the new practices. Additionally, the analysis of their performance and engagement is also crucial.

Web of Science and ERIC databases were used to find the appropriate articles and obtain the information needed for the project. We used such search terms as ‘‘flip’’ or ‘‘inverted’’, ‘‘chemistry’’. Moreover, the results were filtered by category to discover the papers related to the sphere of education. The papers abstracts were analyzed to determine whether the paper could be analyzed in terms of chemistry education. Cited articles were analyzed to identify themes or issues that could be related to the main theme of the research. Having accomplished the analysis of the chosen articles, Google Scholar was used to looking for additional sources that could contribute to the increase of the papers credibility and practical use.

The application of the filter that included ‘‘lecture or class’’ provided 12 articles. They could be considered the appropriate ones as their content fits the existing criteria and could be sued for the investigation of the given issue. These are Smith, 2013; Christiansen, 2014; Yeung and O’Malley, 2014; Butzler, 2015; Foutch, 2015; Fitzgerald and Li, 2015; Flynn, 2015; Rein and Brookes, 2015; Rossi, 2015; Seery, 2015; Trogden, 2015; Yestrebsky, 2015.

Most important aspects

While writing a paper related to the peculiarities of the flipped classroom, some points were given special attention.

These are

  1. Self-directed learning provides students with the opportunity to learn independently at their own place using special videos as often as it is needed for a better understanding of a certain material or idea. This approach is crucial for students who learn novel or abstract concepts; additionally, weak students who are unable to follow the same patterns used by the majority in the class also contribute from the usage of the given method. A regular assessment of students knowledge is needed to monitor the learning process by an educator. That is why online quizzes with automatic feedback could be used.
  2. All students are provided with the unique opportunity to use their knowledge in the classroom and correct any misconception which might appear in the course of learning. An educator could help to solve some problem or initiate a discussion with peers and help students to reorganize their thinking and improve the comprehending of a certain issue.
  3. In-class activities are aimed at the improvement of higher-order cognition for deeper learning
  4. There is self-paced learning progress when students who missed a class are able to catch up with the online material provided on a certain site or uploaded by an educator on the institutions learning management system.
  5. A teacher is able to alter the curriculum to create a flexible program and prepare a number of multimedia sources needed to improve the student’s performance
  6. The practice provides more time for an educator to communicate with students and answer their questions, helping them to improve their knowledge and skills. It results in the improvement of the tutors relations with students and a better level of mutual understanding.
  7. Students are able to spend their time on collaborative work with their peers and improve their team skills through teamwork and problem-solving tasks.
  8. There is an opportunity to use time from hands-on activities and in science courses, laboratory, and work with the equipment which is available only in the classroom.
  9. Improvement of reflective thinking.
  10. High level of motivation.
  11. Parental control.
  12. Lack of access to computers.
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