Flipped Learning As A New Educational Paradigm: An Analytical Critical Study

Abstract

A literature on the flipped learning model has been reviewed. Therefore, the new form of education is worthy enough to be further studied. It is believed that flipped learning has gained great attention of many researchers as a result of what educators are implementing at their classrooms. The main objective of the paper is proposing an educational analytical critical framework for flipped learning that has powerful effects for who are concerned with educational development. The broad groundwork of literature on the flipped learning, described as the inverted learning, provided a foundation for the present study. This groundwork of literature used the term flipped learning and examined its effects on the pedagogy in education. The educational analytical critical framework of flipped learning developed in this paper includes components that reveals different views of flipped learning from just a “fashion” of adding more mechanism to the classroom to it is as a tool for shifting present pedagogy customized according to the individual needs of the learners instead of the whole group. The components of the framework are: instructional foundations, learning theories, Bloom’s taxonomy, and conceptual framework of the flipped education that is discussed in the light of its connection to the educational foundations of flipped learning. Research method used was descriptive method and method of philosophical analysis.

Impact of Educational Stage in the Application of Flipped Learning: A Contrasting Analysis with Traditional Teaching

“…Consequently, the teaching period is used to apply work dynamics or active practices related to the relevant theory [14][15][16][17], which promotes the interaction between all educational agents involved in the classroom [18,19].…”

A Content Analysis of the Studies on the Use of Flipped Classrooms in Foreign Language Education

“…We provided a figure summarizing the main points of the study by Temizyurek and Unlu (2015). The flipped classroom concept has the following advantages: Students can review material at their own pace and according to their own needs; the videos make the most of class time to advance the deeper, inquiry-based learning; teachers can structure class time to optimize individualized attention to students; students have the opportunity to make use of the material they are learning in a reinforced setting; it fosters autonomous learning and student-student/student-teacher interaction; it enables educators to use the language of today's students who use the web and social media for information and interaction frequently; it provides transparency of instruction and parent/tutor involvement; it develops higher order skills in the classroom; it allows the teacher to improve skills in which the student has not been proficient yet; it provides students with real life situations, students can have a chance to listen to both native speakers and their teachers; teachers are advantageous as there is ready-to-use rich content; language educators are often able to repurpose time to incorporate activities that did not previously fit within the time constraints of the curriculum ( Flipping the classroom, 2011;Bergmann & Sams, 2012;Brame, 2013;Herreid & Schiller, 2013;Muldrow,2013;Basal, 2015;Correa, 2015;Chilingaryan & Zvereva, 2016;Demirel, 2016;Quda & Ahmed, 2016).…”

Evaluation of higher‐order thinking skills using learning style in an undergraduate engineering in flipped classroom

“…With the flipped model, more time is spent by the learners during classroom sessions to work on solving a problem with peer and faculty interaction, giving them the ability to correct misconceptions, and begin to build frameworks for organizing the material themselves. Additionally, it also emphasizes the need for a "metacognitive" approach [11] to instruction so that students learn to take control of their own learning by defining learning goals and monitoring the students' progress. The flipped model provides opportunities for students to use high cognitive skills in the classroom with the guidance from the instructor, and with clearly defined competencies, students can monitor their learning.…”