Introduction
The flipped classroom, or inverted classroom, is a novel teaching methodology that uses modern technology and online resources to facilitate better learning outcomes. The methodology involves moving traditional lectures and other learning materials out of the class and delivering them through online means such as recordings and similar content, while focusing on problem solving and interaction between students and the teacher, as well as group activities, during class time. As a relatively new concept, studies into the methodology’s effectiveness are scarce; however, certain trends are beginning to emerge. Experts present flipping the classroom as a potentially necessary response to current generations’ learning preferences and tolerances. They do not wholly agree on the methodology’s direct impact on learning outcomes as measured by test and exam scores. However, they agree that it improves student engagement, which may, in turn, affect learning outcomes. Furthermore, they point to several significant drawbacks in the methodology’s implementation.
Background
The flipped classroom is a response to the increasing availability of technology and the shift in learning preferences and tolerances of traditional lecture-based teaching of the generations that grew up with increased access to technology. Roehl, Reddy and Shannon (2013) point out that Millennials are less tolerant of lecture-based instruction than previous generations and prefer group activities and multi-tasking. Furthermore, there is a general shift in learning from rote memorization and shallow learning toward seeking to engender a deeper understanding of the subject (Roehl, Reddy and Shannon, 2013). Finally, using online and digital technology, in general, can increase learning outcomes (Roehl, Reddy and Shannon, 2013). Research from other experts corroborates this; for instance, Smallhorn’s (2017) study observed a significant increase in student engagement in the same topic compared to traditional lectures. The literature review by Altemueller and Lindquist (2017) similarly notes an increase in student engagement and motivation after switching to a flipped classroom model, particularly among low-performing students. One can attribute the low performance to the students’ low tolerance of traditional teaching methods.
Benefits of the Flipped Classroom Methodology
The most controversial benefit of the inverted classroom methodology is its actual impact on academic performance. Altemueller and Lindquist (2017), as well as Roehl, Reddy and Shannon (2013), point to increased learning outcomes after the implementation of this methodology. However, Smallhorn (2017) disagrees, noting no increase in test and exam scores in her study in contrast to the majority of other research. Despite this, her study found an increase in student engagement, which, in turn, positively correlates with learning outcomes (Smallhorn, 2017). Thus, the methodology’s benefits may not be applicable in every situation.
Although experts disagree on the flipped classroom methodology’s improved learning outcomes, they point to several other benefits for both students and educators. Smallhorn (2017) notes in her research that the students achieved a deeper understanding of the subject and benefited from improved feedback on their learning. Observations of both Altemueller and Lindquist (2017) and Roehl, Reddy and Shannon (2013), who note that the improved focus on student-teacher interaction facilitates feedback, which can be a critical part of the learning process, corroborate this finding. Finally, experts point to near-universally improved student satisfaction and motivation after a short period after the methodology’s implementation (Altemueller and Lindquist, 2017; Roehl, Reddy and Shannon, 2013; Smallhorn, 2017). As such, it offers significant benefits compared to traditional lecture-based teaching.
Limitations
Although flipping the classroom has significant limitations, both in its applicability and in the requirements to its implementation. Most of these limitations stem from its reliance on modern technology and connectivity. The requirement that necessary learning materials are distributed in a digital format means that implementing the methodology requires that students have a reliable computer and internet access. Altemueller and Lindquist (2017) suggest that using physical media, such as flash drives and DVDs, can partially overcome this limitation; however, this solution is partial and temporary. Roehl, Reddy and Shannon (2013) add that acquiring and using the required technical knowledge can be challenging for educators. These limitations are particularly relevant for students and schools of a lower socioeconomic status as they are more likely to lack both the access and the knowledge of the technology.
The methodology may also not be suited to all subjects. Roehl, Reddy and Shannon (2013, p. 46), referencing previous research, summarize that it is appropriate for “topics where class lecture is predominantly utilized to provide instruction”. This observation can explain Smallhorn’s (2017) lack of observed improvement in exam scores — her chosen topic of Genetics, Evolution and Biodiversity might not be appropriate to this suggestion. Alternatively, Smallhorn (2017, p. 50) proposes that “exam scores or final topic scores may not be an appropriate measure of the flipped classroom model”. Overall, the methodology’s applicability can be limited to a certain set of subjects, as well as schools where both the teachers and the students have reliable access to the required technology.
Conclusion
The flipped classroom methodology is an interesting new approach to teaching. Most current research suggests that implementing it significantly improves student engagement and motivation and, possibly as a consequence, learning outcomes. With the modern generation’s shift in learning tolerances and preferences, as well as improving access to technology, implementing this methodology may be a necessity as these students become less receptive to traditional lecture-based teaching. However, its reliance on technology may limit its applicability in areas where access to this technology is limited. Furthermore, experts note that it may not be appropriate for some topics. Students, however, report improved satisfaction with the new classroom model in the majority of cases.
Reference List
Altemueller, L., and Lindquist, C. (2017) ‘Flipped classroom instruction for inclusive learning’. British Journal of Special Education, 44(3), pp. 341-358.
Roehl, A., Reddy, S.L. and Shannon, G.J. (2013) ‘The flipped classroom: An opportunity to engage millennial students through active learning strategies’. Journal of Family & Consumer Sciences, 105(2), pp. 44-49.
Smallhorn, M. (2017) ‘The flipped classroom: A learning model to increase student engagement not academic achievement’. Student Success, 8(2), pp. 43-53.