Flipped classroom: The future is in their own hands

Author(s)

Abstract
"I am putting myself to the fullest possible use which is all, I think, that any conscious entity can ever hope to do." This quote from the movie "2001: A Space Odyssey" resonates deeply with the transformative potential of the flipped classroom model in contemporary education. This research paper explores how the flipped classroom model is reshaping traditional teaching paradigms by shifting initial exposure to new content outside of class. Students engage independently with multimedia resources such as videos, podcasts, articles, and virtual reality, enabling them to progress at their own pace. This approach liberates valuable class time for interactive, hands-on activities that foster deeper comprehension, critical thinking, and application-based learning.
Key principles derived from research and practical experiences guide the effective implementation of the flipped classroom model. These principles emphasize the integration of flipped activities to enhance in-class engagement, while cautioning against overwhelming students with extensive video content. Recommendations include keeping video durations concise to sustain student focus, showcasing educators in videos to establish rapport, and gradually introducing flipped methods to adapt students to this new learning approach. Moreover, the paper underscores the importance of assessing the suitability of flipping for different topics and encourages educators to innovate and customize their approaches based on student needs and learning outcomes.
By embracing the flipped classroom model, educators can optimize classroom dynamics, cultivate active learning environments, and empower students to take ownership of their educational journey in alignment with the evolving demands of modern education.

Keywords
flipped classroom, inverted classroom, engagement, empowerment

Cite this paper
Benjamin Zierock, Flipped classroom: The future is in their own hands , SCIREA Journal of Education. Volume 9, Issue 3, June 2024 | PP. 50-63. 10.54647/education880541

References