FAQs about the Flipped Classroom
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.
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.
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.
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.
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