Flipped Learning model is gaining attention in many colleges and universities across the world. In this model, instruction is delivered outside the groups learning space, using videos or other forms of technology. Class time is used to evaluate students’ progress, answering questions, and providing an opportunity for them to apply their knowledge. This produces a shift in the learning environment. Instructors no longer are the center of attention, and students are required to be in charge of their own learning.
Within the last year, many institutions found success in flipping an activity, class or course, and plan to do it again. Collaboratively it developed many positive outcomes for both the student and the instructor. Students are asking more questions in class, and Instructors are feeling more motivated in student learning.
Although many institutions found an increase in student participation, engagement, and motivation, they also encountered difficulties. Many students resisted buying in this new model. They preferred having an instructor teach them, rather than learning themselves. A majority of the instructors felt this concept was a significant challenge, as they didn’t feel comfortable using unfamiliar technologies, and ran out of time with the increased workload.
As students and faculty become more experienced with the approach, it is likely that the opposition will decrease. Overtime, institutions will use new technologies and equipment at ease, making flipped learning a regular path when delivering their curriculum.