FAQs

The flipped classroom approach is not exclusively beneficial for top students; its inherent flexibility supports learners across a wide range of abilities.

Firstly, the structure of flipped classrooms, which involves pre-class knowledge acquisition followed by in-depth classroom interaction, caters to diverse learning needs. This approach accommodates students with varying learning styles and abilities. Bergmann and Sam (2012) observe that "the adaptability of flipped classrooms allows them to serve students with different needs—those requiring more time to grasp concepts, as well as those eager to delve deeper into subjects." This flexibility enables average students to revisit materials as needed, while allowing top performers to progress to more complex tasks sooner.

Secondly, empirical studies demonstrate that average and struggling students also benefit from flipped classrooms. Research indicates that this approach particularly aids low-achieving students. For example, Nouri (2016) found that underperformers exhibited more positive attitudes toward video-based learning compared to high achievers. Similarly, Shih-Ching et al. (2019) observed significant improvements in vocabulary mastery among struggling students, while Kumar et al. (2018) highlighted the approach’s effectiveness in supporting underachievers in programming courses. Additionally, Islam et al. (2022) demonstrated that both high- and low-scoring students improved their academic performance through this approach. These findings suggest that flipped classrooms not only deepen knowledge for top students but also help close learning gaps for average and struggling learners.

Lastly, the quality of instructional design is crucial for the effectiveness of flipped classrooms.  The success of this approach depends more on well-crafted teaching strategies than on student aptitude. Asynchronous learning materials allow students to master content at their own pace (O'Flaherty & Phillips, 2015), ensuring equitable learning opportunities for everyone. Differentiated classroom activities cater to varied learning needs (Altemueller & Lindquist, 2017), accommodating students at different achievement levels. Meanwhile, real-time feedback mechanisms provide targeted support for struggling students (Hwang et al., 2015). To achieve optimal outcomes, it is the teacher's responsibility to strategically design flipped classrooms so that all the students can benefit.

This is a common concern, but it's important to consider workloads within the context of the entire teaching and learning process. When courses are thoughtfully designed and effectively implemented, the flipped classroom does not necessarily increase workloads for students and teachers. Instead, it can enhance learning outcomes and teaching effectiveness.

For students, the flipped classroom optimises their workload rather than increasing it.  Self-directed learning reduces repetitive tasks. By engaging with foundational knowledge through pre-class videos or readings, students can learn at their own pace, which minimises the need for repetitive explanations during class. Bergmann and Sams (2012) state that students can rewatch videos as needed, rather than passively absorbing information in class, which reduces the time required to understand concepts. This flexibility allows students to manage their study time more efficiently, free from rigid class schedules. On the other hand, classroom activities focus on high-impact interactions. The flipped classroom approach  dedicates more time to discussions and hands-on practice, which are often more targeted and efficient than traditional lectures.  Tune (2013) mentioned that the flipped classroom approach reduces the need for additional learning outside of class because students preview the material and prepare for class discussions, thus enabling them to ask critical questions to solve their own problems during class discussion sessions.

For teachers, short-term effort leads to long-term efficiency. While creating pre-class videos or resources requires an initial time investment, these materials become reusable assets. Teaching materials prepared once can be reused indefinitely, saving time in the long run. As Mok (2014) notes, producing videos and class materials is time-consuming initially, but they can be reused in future courses, allowing teachers to focus more on enhancing in-class interactions and addressing individual student needs. On the other hand, classroom management becomes more effective. By shifting knowledge delivery to pre-class work, teachers can dedicate class time to providing guidance and personalised support. Holton, Farkas, and Warschauer (2016) found that the flipped classroom reduces time spent repeating basic content, allowing teachers to focus on helping students apply knowledge and address specific challenges, thereby improving teaching efficiency.

The flipped classroom approach does not lead to lower Student Feedback Questionnaire (SFQ) scores for teachers in the long term. While there may be temporary declines during the initial phase, these are indicative of the transitional challenges teachers face as they adapt to new roles and methods. However, with continuous improvements in teaching design and professional development, SFQ scores generally surpass those of traditional classrooms over time. Numerous studies have confirmed that flipped classrooms enhance student satisfaction by offering flexible learning and interactive class activities. Bishop and Verleger (2013) highlighted that students generally find flipped classrooms more engaging and effective, as they can control their learning pace while benefiting from increased interaction opportunities during class. Gilboy et al. (2015) demonstrated that flipped classrooms significantly improve students’ evaluations of teaching performance compared to traditional methods.

Initial declines in SFQ ratings are often attributed to teachers’ unfamiliarity with the flipped approach, temporary lapses in classroom management, and students’ adjustment difficulties, among other factors. Lo et al. (2024) found that flipped classrooms require students to actively synthesise and reflect on content independently—a novel experience for many. Har and Ho’s (2022) study revealed that students expressed dissatisfaction in Student Feedback Questionnaires primarily due to insufficient engagement or interaction with instructors, often stemming from flaws in course design. Lo et al. (2017) proposed design principles to facilitate the transition to flipped classrooms and optimise learning activities both inside and outside the classroom, thereby enhancing the method’s effectiveness and efficiency.

The flipped classroom is a versatile teaching approach that is not limited to specific disciplines. Research indicates that it effectively enhances learning outcomes, increases student engagement, and provides additional benefits across a wide range of fields. On one hand, the flipped classroom has multidisciplinary applicability. Its core principle—shifting knowledge delivery to pre-class sessions through videos or readings while reserving class time for interactive, higher-order thinking activities—provides the flexibility to meet diverse disciplinary needs. This approach is not restricted to any single subject; teachers can tailor content and activities to their specific objectives for improved results. Al-Samarraie (2020) noted in a review that flipped classrooms consistently demonstrate effectiveness across disciplines in helping students achieve targeted learning outcomes.

On the other hand, numerous empirical studies have demonstrated the effectiveness of the flipped classroom approach. It has been particularly successful in STEM fields, where it enhances hands-on skills and the application of knowledge. In health sciences, flipped classrooms bridge theoretical knowledge and clinical practice, enabling focused attention and deeper discussions in authentic learning contexts. Harrington et al. (2015) reported that this approach significantly improved students’ mastery of topics and practical application abilities. Al-Samarraie (2020) also observed that engineering students using flipped methods showed increased interest in their subjects, along with stronger critical thinking and content comprehension. Additionally, the approach enhances problem-solving skills, self-efficacy, and peer collaboration. For example, Strayer (2012) found that flipped maths classes provided students with opportunities to apply knowledge in varied scenarios, while Van Vliet et al. (2015) demonstrated that flipped lab courses help students solidify procedures before experiments and prepare thoroughly for deeper learning. In non-STEM fields like the humanities and social sciences, the flipped classroom similarly supports deep learning and collaboration. Phillips and Trainor (2014) found that the use of diverse visual materials enriched students’ learning experiences in these disciplines. By encouraging independent pre-class study, the approach reduces confusion and strengthens content understanding. Vaughan (2014) noted that flipped classrooms in education courses prompted higher-level reflection and inquiry. In arts education, Danker et al. (2015) highlighted how the approach reduces teachers’ preparation time while giving students more opportunities for creative expression and skill practice.

Al-Samarraie, H., Shamsuddin, A., & Alzahrani, A. I. (2020). A flipped classroom model in higher education: a review of the evidence across disciplines. Educational Technology Research and Development, 68(3), 1017-1051.

Altemueller, L., & Lindquist, C. (2017). Flipped classroom instruction for inclusive learning. British Journal of Special Education, 44(3), 341-358.

Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International society for technology in education.

Bishop, J., & Verleger, M. A. (2013, June). The flipped classroom: A survey of the research. In 2013 ASEE annual conference & exposition (pp. 23-1200).

Danker, B. (2015). Using flipped classroom approach to explore deep learning in large classrooms. IAFOR Journal of Education, 3(1), 171-186

Gilboy, M. B., Heinerichs, S., & Pazzaglia, G. (2015). Enhancing student engagement using the flipped classroom. Journal of nutrition education and behavior, 47(1), 109-114.

Har, F., & Ho, E. (2022, June). Use of Perusall for Pre-class Reading Assignments in an English Reading and Writing Course at the Tertiary Level: Students’ Perception of a Flipped Approach. In Annual conference of Hong Kong Association for Educational, Communications and Technology (pp. 30-42). Singapore: Springer Nature Singapore.

Harrington, S. A., Bosch, M. V., Schoofs, N., Beel-Bates, C., & Anderson, K. (2015). Quantitative outcomes for nursing students in a flipped classroom. Nursing Education Perspectives, 36(3), 179-181.

He, W., Holton, A., Farkas, G., & Warschauer, M. (2016). The effects of flipped instruction on out-of-class study time, exam performance, and student perceptions. Learning and Instruction, 45, 61-71.

Hwang, G. J., Lai, C. L., & Wang, S. Y. (2015). Seamless flipped learning: a mobile technology-enhanced flipped classroom with effective learning strategies. Journal of computers in education, 2, 449-473.

Islam, N., Naeemullah, M., & Rehman, S. (2022). To Examine the Effects of Flipped Classroom Strategy on the Academic Performance of High-Achievers and Low-Achievers. VFAST Transactions on Education and Social Sciences, 10(3), 01-09.

Kumar, M., Renumol, V. G., & Murthy, S. (2018, April). Flipped classroom strategy to help underachievers in Java programming. In 2018 International Conference on Learning and Teaching in Computing and Engineering (LaTICE) (pp. 44-49). IEEE.

Lo, C. K. M., Kwan, C., & Cho, Y. W. (2024). Impact of Online Flipped Classroom on Student Learning Experience: A Mixed-Methods Study. Journal of Social Work Education, 60(4), 536-550.

Lo, C. K., Hew, K. F., & Chen, G. (2017). Toward a set of design principles for mathematics flipped classrooms: A synthesis of research in mathematics education. Educational Research Review, 22, 50-73.

Mok, H. N. (2014). Teaching tip: The flipped classroom. Journal of information systems education, 25(1), 7.

Nouri, J. (2016). The flipped classroom: for active, effective and increased learning–especially for low achievers. International Journal of Educational Technology in Higher Education, 13, 1-10.

O'Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The internet and higher education, 25, 85-95.

Phillips, C. R., & Trainor, J. E. (2014). Millennial students and the flipped classroom. ASBBS Proceedings, 21(1), 519.

Shih-Ching, Y., Liu, Y. T., & Todd, A. G. (2019). Effects of flipped classroom on high-and low-achievers' English vocabulary learning. Journal of Asia TEFL, 16(4), 1251.

Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning environments research, 15, 171-193.

Tune, J. D., Sturek, M., & Basile, D. P. (2013). Flipped classroom model improves graduate student performance in cardiovascular, respiratory, and renal physiology. Advances in physiology education, 37(4), 316-320.

Van Vliet, E. A., Winnips, J. C., & Brouwer, N. (2015). Flipped-class pedagogy enhances student metacognition and collaborative-learning strategies in higher education but effect does not persist. CBE—Life Sciences Education, 14(3), ar26.

Vaughan, M. (2014). Flipping the learning: An investigation into the use of the flipped classroom model in an introductory teaching course. Education Research and Perspectives, 41, 25-41.