A flipped classroom is a classroom that “inverts” the conventional teaching methods where the teacher is envisaged to be the sage on stage. As a result, a Flipped classroom is a class organization where the course instructions are delivered online outside the conventional classroom setting, and moves “homework” into the classroom. In this setting, the teacher’s role is to guide the students on the “side” and not directly on the stage. This explains exactly why this form of a classroom is referred to as “Flipped”, because the roles of the teacher have been inverted from being the “main man” of the lesson, to that of a “side” instructor. In this setting, the students watch the lectures at their own pace either at home, or at school for those who do not have internet connectivity at home. Once they watch the lectures, they communicate with their peers as well as teachers through online deliberations. It is from here that concept engagement takes place in the classroom setting, with the aid of the lesson instructor.
Many aspects influenced the conception and adoption of the flipped classroom model, but two teachers are the ones that played a key part. In 2007, Aaron Sams and Jonathan Bergman at Woodland Park High School in Woodland Park discerned software that recorded PowerPoint presentations. They documented and posted their live lectures on the internet for the students who missed their classes. It was at this point that the online lectures began spreading, and became very fashionable. The duo was told to speak to teachers all over the country about their teaching style. This was the conception of online teaching, and teachers began using online video podcasts and videos to teach their students out of the classroom setting.
The ease of use of online video and increasing student access to technology has made it easier for the assimilation of flipped classroom models. In 2007, only 15% of the internet users viewed an online educational video, with a substantial 40% in 2010. It has replaced the conventional “one-size-fits-all” model of teaching, which has severe consequences due to limited concept engagement. In my experience attending college, I have seen these flipped classrooms in action. As a student, flipped classrooms have aided my learning process. The teachers always create 7-10 minute videos every week. After watching the videos, I have been able to note any points not clearly discerned, after which I can ask the tutor online and get instant feedback. All students do this, and during class time we have interactive discussions with the instructors, where concepts are elaborated. Thus, through flipped classrooms, students can get instant feedback of their queries. The teachers also have more time to assist the students by clarifying thorny concepts.
This setting of classrooms helps students to reduce frustrations by having their problems solved in class. Consequently, flipped classrooms have greatly reduced the number of college loafers, because the process of learning has been made more pleasurable. Flipped classrooms have also made the teaching process easy for the teachers because they revisit the concepts that the students do not comprehend. This spares time and vigor on the teacher’s part for the reason that they get to know precisely what to teach. This has also helped students because the teacher responds to the questions of each student individually, addressing each students plights. For the students, flipped classrooms can be a challenge because not all the students have a laptop. To add to this, it is hard for the students that are technologically challenged to use these online videos. The students are also disadvantaged because the online videos assume that all students are at the same level, exposing the slow students to the risk of being left behind as others proceed with the teacher. For teachers, it is a challenge when it comes to getting instantaneous feedback on the contents of the online videos. It is also a challenge to teachers to persuade administration and students that classroom flipping is valid. The teachers in addition, face tests in the continuance of the lecture material, and the assortment of the appropriate tools and methods to convey the lectures.