An Innovative Learning Model in Digital Age: Flipped Classroom

Abstract

The study aimed to emphasize that digital revolution has crucial influences on the field of education as in many other fields. The relevant influences have led to radical changes in terms of teaching and learning approaches approved in the field of education. The students in our age have quite different characteristics when compared to the past, and their expectations have been shaped accordingly. Hence, it is quite difficult to draw interest and curiosity of the students today to learning activities through the traditional teaching approaches. Moreover, it is not easy to overcome some problems regarding teaching and learning by obsolete approaches. In this regard, the educators today show highly much interest in the innovative teaching approaches that address the needs of this age. One of those approaches is flipped classroom model. In this study, the conceptual and historical foundations of the flipped classroom model as being one of the popular instructional models in recent years, theoretical background of the model, and the advantages and disadvantages of the model in teaching processes were highlighted. Furthermore, interpretations concerning what kind of a role flipped classroom model would play to get over some problems in the field of education were included.

The Effect of Flipped-Problem Based Learning Model Integrated With LMS-Google Classroom for Senior High School Students

“…In the first phase, the learning phase in the classroom is conducted through discussion activities, prioritizing students' low cognitive abilities as the main focus for improvement and making learning activities more active, interactive and meaningful. While learning outside the classroom is done using an online platform containing learning material and learning videos that provide opportunities for students to study material before the material is taught, and develop students' ability to learn independently (Çevikbaş& Argün, 2017;O'flaherty & Phillips, 2015). In the learning phase outside the classroom, researchers use online platforms or also called Learning Management Systems (LMS).…”

Flipped classroom as a reform-oriented approach to teaching mathematics

“…Although FC has been defined in different ways, there is a consensus that FC is a student-centered pedagogy, giving teachers more time for implementing active learning activities, enabling social interaction and collaboration, creating technology-rich environments in accordance with differentiated learning, and presenting opportunities for students to move through the zone of proximal development (for details see Cevikbas and Argün 2017 ). In FC, the learning and teaching process is not confined to the classroom; students can progress at their own pace in an interactive way both in and out of the classroom (Davies et al 2013 ), and teachers can provide effective guidance for students rather than deliver information directly.…”

“…The current generation of students has quite different characteristics, expectations, and dispositions compared to students a few decades ago (Cevikbas and Argün 2017 ). Nowadays, students prefer to access information quickly, and, especially by using various digital technology channels, they desire to construct their own knowledge by enjoying themselves (Cevikbas 2018 ; Engelbrecht et al 2020 ).…”

“…While FCs benefit students by encouraging them to engage in mathematics from behavioral, emotional, and cognitive perspectives (Cevikbas and Argün 2017 ), they also benefit teachers by helping them to improve their professional competencies and transforming classroom dynamics. Radical changes in the teaching experiences generate persuasive ideas and authentic vision (Brown 2018 ).…”

Effect of Flipped Classroom Model on Indonesian EFL Students’ Writing Achievement across Cognitive Styles

“…Because of their diverse trait, each cognitive style requires different learning activities which could be accommodated in flipped classroom model. As flipped classroom model provided a spare classroom time for knowledge application (Dickenson, 2015;Prodoehl, 2015;Çevikbaş & Argün, 2017), the teacher had the opportunity to provide the preferred learning situation for both cognitive styles. FI students who were more personal oriented could perform their best in the individual writing tasks, similarly, FD students who were more social oriented could take benefits from the group discussion.…”