The flipped classroom, with its use of videos that engage and focus student learning, offers us a new model for case study teaching, combining active, student-centered learning with content mastery that can be applied to solving real-world problems.

The key is that students should be prepared for the class. In many cases, they may not study the materials and the flipped approach fails!

10 Pros and Cons of a Flipped Classroom are discussed in the following link. 

The Pros

1. Students have more control

2. It promotes student-centered learning and collaboration

3. Lessons and content are more accessible (provided there is tech access)

4. Access = easier for parents to see what’s going on

5. It can be more efficient

The Cons

1. It can create or exacerbate a digital divide

2. It relies on preparation and trust

3. There is significant work on the front-end

4. Not naturally a test-prep form of learning

5. Time in front of screens–instead of people and places–is increased

 The other link is from UCSB (university of California at Santa Barbara)

http://www.teachthought.com/trends/10-pros-cons-flipped-classroom/

http://gradpost.ucsb.edu/tools/2012/3/14/the-flipped-classroom.html

Thank you Behrouz for a quick response. I have read a few details but have not actually used it so far. Planning to use it some time in the next semester on an experimental basis. Some courses that I teach are heavy mathematics based and need lot of tutorial work to understand. Looking at your cons, at least in US people have good access to broadband so it will not be a problem. Probably I need to do more work to prepare.

Here is a good introduction to flipped classroom.

https://ctl.utexas.edu/teaching/flipping_a_class/what_is_flipped

Thank you for your good Question.  I have not actually used it either. I have attached an article which shows the successful application at in two classes at California State University Northridge.

Here is the Abstract

Scholars and practitioners have reported the positive outcomes of a flipped, or inverted, approach to instruction (Baker, 2000; Lage, Platt, & Treglia, 2000; Bergmann, 2011; Wright, 2011; Pearson, 2012; Butt, 2012; Bates, 2012). While many of the reports are anecdotal, the sheer number of instructors that have reported successful implementation of the strategy provides some evidence of its powerful use as an instructional method. This study provides a detailed case in which one approach of the Flipped Classroom Model of Instruction was applied in two classes at California State University Northridge.

Student reports suggest that the approach provided an engaging learning experience, was effective in helping students learn the content, and increased self-efficacy in their ability to learn independently.

Additionally, challenges and potential solutions to those challenges are discussed.

http://link.springer.com/article/10.1007/s11528-013-0698-1

Using the flipped classroom model that the teacher can spend more time interacting with students instead of lecturing is one of the most effective ways to achieve the intended learning outcomes.

Dear Nageswara,

I like the transparency idea of flipped classroom but I'm rather moderate fan of teaching this way. Probably I'm too flexible teacher to prepare detailed leactures beforehand and announce them to students. Of course,  dear @Nageswara students always have the access to  the syllabusses. Flipped classroom would become rather  like the iron suit  for me, because sometimes through the lecture I'm getting the ideas of involving new interesting concepts or the newly published researches into the body of lecture.

No experience of this type of  educational technology.

Happy Eid to all.

As a student, I have benefited from it a lot during my studies 2006-2008 at Netherlands. I always downloaded the stuff,  studied and prepared few questions regarding the slides/lecture material and also posted on the Intranet . On next morning, I waited the teacher to go through the slides and if my already prepared questions were answered then it was ok, otherwise I asked the questions. I found it very useful method as I was already known to the topic and had basic understanding and background knowledge which helped a lot to deepen my knowledge on the subject during lecture. Therefore, based on my own experience, I rate it as one of the best methods.

Sounds good...do to think it can work in medical colleges here.?

It should work. My judgement is a student's judgement and you know students are the better judge.

I have not experience this methodology but its sound interesting. I believed that the teachers skills are well utilized in class room face to face with students. In between the lecture any students can get chance to interact with teacher to clear their doubt which may not be possible with video method. 

Specially in private sectors, it may not impressed by the management team where they expect the teacher to take classes in classroom...

Bedside clinics still won't be possible. ?

We are not using flipped classrooms much but slowly the culture is developing. The students have to be very vigilant for this type of technology and do a lot of home work. Teachers too have to be very much prepared and do a lot of work before the actual delivery. Personally, I like his type of teaching, lets see if it becomes popular here?

I have read the attached paper dear @Nageswara, and I have liked very much the outputs of flipped classroom:"The flipped model puts more of the responsibility for learning on the

shoulders of students while giving them greater impetus to experiment. Activities can be student-led, and communication among students can become the determining dynamic of a session devoted to learning through hands-on work. What the flip does particularly well is to bring about a distinctive shift in priorities—from merely covering material to working toward mastery of it." 

As I had no experience with such approach and methodology, I intend to apply it since I have also havy mathematics in my control science classes!

Dear @Behrouz, thanks for the very good links about the issue!

This is an admirable innovation in teaching technology. Now,  there is a constraint on all resources in the new technology era, including the intellectual resource. So, to me the biggest advantage of flipped classroom would be a  more efficacious use of the teacher's time in terms of the productivity during the same time, as the net is itself saying so many things to the student. The teacher is linking the students to the net to know more by building a context and a background to that knowledge. So, like other technolgies, this technology would be cost effective. At the same time, the students would enjoy more as they are involved in the exercise throughout. They can not afford to be half attentive; they would also have full control on what is going on. Great idea, indeed!

Yes, the students have to be mature and highly motivated to learn for a fuller use of the idea of flipped classroom.

I have never programed classes with typically flip teaching using video lessons prepared by me. But I usually instruct the students first to study a topic by themselves and to write questions after studying the text or a book. Sometimes I promote debates or a simulation of a court in which they must defend or criticize the proposal that the book or the text presents in relation to a psychological intervention. Discussing text on classes is very usual in psychology classes.

A teacher offering more personalized guidance and interaction with students instead of lecturing, in my opinion, is the best way to teach. Flipping allows teachers work with individuals or groups of students throughout the classes and to “guide on the side”.

Unfortunately, I never had the opportunity to experiment with computers in the classroom because by the time "flip" methods became current, I had already retired from teaching. However, right now my research  has taken a cutting-edge approach, comparing classical music with poetry.  If I had a computer to show musical scores, I could more vividly make comparisons with literature.  In sum, "flip" methods augment teaching possibilities.

Ten questions that should be asked before you flip your classroom from the link given here:

1. What will you flip? (A lesson, a unit/chapter, a subject, or a class)

2. Who will make your videos? (Curate, create, or a combination)

3. Assuming you will create videos, what software will you use to make your videos? There is no right answer here. Choose the tool that works best for you. Explore some of the choices below before you start. Learn one of them and use it. I encourage you to start out simple, but as time goes on you may want to switch to a more feature-rich (and usually more expensive software solution)

4. Once you have created your video, where will you place it so that your students can access it? We find it best to put these in a coherent place on a learning management system (LMS). Vendors include Blackboard, Moodle, Schoology, Haiku Learning, Canvas, Edmodo, My Big Campus, Info Mentor, etc. The videos can also be hosted on video servers like YouTube,SchoolTube, Screencast.com, dropbox, google drive, and other sites.

5. How will you check (or will you) if your students watch (or should we say interact) with your online content?

6. How will you communicate to your students how to access your flipped content?

7. How will you teach your students how to watch your video content for comprehension? You don’t watch instructional videos in the same manner as a popular film. When we first started, we spent class time intentionally teaching our students how to watch instructional videos.

8. How will you communicate to your students about how Flipped Learning will change their experience at school?

9. How will you communicate to your parents about how Flipped Learning will be a different experience for their children?

10. How will you reorganize class time now that you have extra time? This is maybe the MOST important question: WHAT will you do with your class time? This question depends upon what you teach, what level you teach at and your own individual educational philosophy.

http://jonbergmann.com/new-to-the-flipped-classroom-10-things-to-consider-before-you-start/

Dear @Behrouz, thanks for the links about the issue! I am planning to use this teaching technology with my psychology students.

Yes in short but you should apply as much as possible storytelling tevhniques, as no vis a vis contact does occur.. Sincerely.

Dear Nageswara,

The attached article suggests that student learning is improved for the flipped compared to traditional classroom.

This paper provides a comprehensive survey of prior and ongoing research of the flipped classroom.

Studies are characterized on several dimensions. Among others, these include the type of in-class and out-of-class activities, the measures used to evaluate the study, and methodological characteristics for each study. Results of this survey show that most studies conducted to date explore student perceptions and use single-group study designs. Reports of student perceptions of the flipped classroom are somewhat mixed, but are generally positive overall. Students tend

to prefer in-person lectures to video lectures, but prefer interactive classroom activities over lectures.

Anecdotal evidence suggests that student learning is improved for the flipped compared to traditional classroom. However, there is very little work investigating student learning outcomes objectively. We recommend for future work studies investigating of objective learning outcomes using controlled experimental or quasi-experimental designs. We also recommend that researchers carefully consider the theoretical framework used to guide the design of in-class activities.

Dear Nageswara, thank you for the attached article. It was very useful and interesting.

Dear Behrouz

It is an excellent paper. Here are a few conclusions from the paper.

"Despite differences among studies, general reports of student perceptions were relatively consistent. Opinions tended to be positive, but there were invariably a few students who strongly disliked the change. Students did tend to watch the videos when assigned, and even when they were not. Students supplied with optional video lectures came to class much better prepared than when they had been given textbook readings. This observation is encouraging because although learning gains are high for information presented textually, college students don’t generally complete reading assignments. Nevertheless, upon recommendation by students, many instructors instituted a required pre-class quiz on the lecture material. This was touted as a highly successful practice. Students preferred live in-person lectures to video lectures, but also liked interactive class time more than in-person lectures. Shorter, rather than longer videos were preferred."

Dear @Nageswara, thank you for the long list of references.

I wrote the following article a few years ago describing my flipped biology course (though this was before the term 'flipped' became popular).  Perhaps it will help.  The link to the full article is at:

jaln_v15n1_bergtrom.pdf

Gerry

Content vs. Learning: An Old Dichotomy in Science Courses

Volume, Issue - Date:

Volume 15, Issue 1 - February 2011

Author(s):

Gerald Bergtrom, University of Wisconsin-Milwaukee

Full article - Free: Click on the file to download.:

application/pdf iconjaln_v15n1_bergtrom.pdf

Keywords:

learning effectiveness, course design, instructional design, active learning, science, student-centered, progressive assessment, engagement, essential learning outcomes, integrated online and face to face

Abstract:

The principles of course redesign that were applied to a gateway Cell Biology course at the University of Wisconsin-Milwaukee are applicable to courses large and small, and to institutions of any size. The challenge was to design a content-rich science course that kept pace with present and future content and at the same time use principles of active learning to model how science is done, from deduction and inference to the articulation and testing of hypotheses and the interpretation of experimental data. Redesign began with recognition that active learners achieve deeper understanding than passive learners. Key features of the resulting blended course include (a) online delivery of all basic content; (b) greater responsibility of students for their own learning; (c) student-centered activities with specific learning objectives; (d) a new balance of summative and low- stakes progressive assessment of student achievement of learning objectives. In the final version of the blended course, there are no F2F lectures. Freed from the anxieties of content coverage, the instructor facilitates student engagement with content and with each other in assessed activities that support broadly defined essential learning outcomes. Samples of integrated online and F2F interactive, collaborative learning activities are included with preliminary data indicating a positive impact of blended learning in Cell Biology.

Thank you Gerald for your contribution.

When a flipped classroom if offered for the first year engineering class, the following conclusion were drawn:

“While most of the students in this engineering course see benefits to the inverted classroom model, most of them still prefer to have some traditional classroom elements present. This preference increased as students gained exposure to the inverted classroom. The effect was even more apparent when students were enrolled in other courses using an inverted approach. However, it appears that student preference did not have a significant effect on course performance, so that even those students who would prefer a traditional model still performed well in the class.”

Some of the criticisms of the inverted classroom approach included:

• “I felt lost at times trying to learn the material by myself first.”

• “I thought that it took a lot of pressure and responsibility off the teacher and put it on the student instead.”

• “Professors are the best at explaining the material and addressing questions right when they arise. When reading a book, the material is usually more technical and there is no interaction.”

http://files.eric.ed.gov/fulltext/EJ918217.pdf

Here are three threads on Flipped classroom (suggested by dear Kamal) that have very good responses and also literature to support them with further research.

https://www.researchgate.net/post/Have_you_flipped_your_classroom?_sg=dppHHjO3MdoT8sDZ1PaDmJ8vuS0%2B0EXRTEzsf%2F0dku2pWEaLKJ2EWqz2qNPd%2FWr%2F_OFC0njr1%2BIrHKBufPX4pSs6HmgvV6e%2FbkJjeVd%2FkELN%2F4jJOaFNGMwLKvw8yrwUw_cseyJ1EX3jLjJgEJEw1IOA%2Fpxg37VDBQyDtRJfbXt7LhXo1gSTaTC%2B2AXCz%2B8vSs

https://www.researchgate.net/post/Have_you_flipped_your_classroom_Part_II?_sg=Kal573EoO9HsRNdhfK9G262jbvgb2WETA3xjxelFK6w0gN87b6fvTjrQm4U%2F6u3O_V90Ge2s9x0Prr2O4yj23wQER5xByvsEN94D4%2FFmahJxDijzPPK7HzqVhIkCGL1oI_AG9VPkaqw1U5mxpnrtSOTPJ9rNqlbkJd05JPxIi77aeNtgldUZRoyVa8OzJUrm82

https://www.researchgate.net/post/May_I_ask_for_your_thoughts_and_opinions_on_express_SWOT_analysis_of_flipped_learning/1

Dear Kamal

Thanks for your comments which are always useful.

McLaughlin, J. E., Roth, M. T., Glatt, D. M., Gharkholonarehe, N., Davidson, C. A., Griffin, L. M., ... & Mumper, R. J. (2014). The flipped classroom: a course redesign to foster learning and engagement in a health professions school. Academic Medicine, 89(2), 236-243.

In the paper, the authors describe the philosophy and methodology used to redesign the Basic Pharmaceutics II course and outline the research they conducted to investigate the resulting outcomes. This article is intended to serve as a guide to instructors and educational programs seeking to develop, implement, and evaluate innovative and practical strategies to transform students’ learning experience.

As class attendance, students’ learning, and the perceived value of this model all increased following participation in the flipped classroom, the authors conclude that this approach warrants careful consideration as educators aim to enhance learning, improve outcomes, and fully equip students to address 21st-century health care needs.

I compiled a brief list of recent references on flipped classrooms if anyone is interested.

Data Flipped Classroom References

Let me explain my answer a bit more. Experience is about a certain type of knowledge, tacit knowledge (knowing how). This type of knowledge is, not like the other type of knowledge (explicit knowledge the knowledge that is made explicit in books and so on) hard to put into words, so made explicit. Yet, our personal body of knowledge  consist of 80% of tacit knowledge. So also in class in a vis avis situation tacit knolwedge is hard, bot to say, impossible to mention. Flipped classroom methods use all types of media:  powerpoints, films, sound files, storytelling and many more. Seen the many options for explaining what your are willing to tell, flipped is very good able to tell the 'knowing how' that experience is all about. A lecturer in a classroom without all types of media, is not able to show how. For more on storytelling, see my article on this site.

https://www.youtube.com/watch?v=ZzJbA2Y2S5A&list=PLDDA4F7373A0AB5A6&index=17

"Learn at your own pace, in your own time, in your own place"! A realy  good way to learn! 

Thank you @Falah for the link of the video!

This is an innovative pedagogy leveraging the technology.

Flipped classroom is sought after by students, when

I came across a paper recently. It worths a careful read:

Chen, Y., Wang, Y., & Chen, N.-S. (2014). Is FLIP enough? Or should we use the FLIPPED model instead? Computers & Education, 79, 16–27. doi:10.1016/j.compedu.2014.07.004

http://goo.gl/x51dmp

Thank you Ho Yin Cheung for the interesting paper. It gives the two acronyms:

F-L-I-P™ (Flexible Environments, Learning Culture, Intentional Content, and Professional Educators),

FLIPPED adds three extra letters—P-E-D (Progressive Activities, Engaging Experiences, and Diversified Platforms)

Here are their findings.

"This model was implemented in a “Holistic Flipped Classroom” environment and evaluated based on a student survey, interviews, and an analysis of computer system logs. Findings demonstrated that the proposed model was effective; students reported that they were satisfied with the course, their attendance improved, and their study efforts increased. Results also suggested that the transactional distance changed during the learning process: highly motivated students performed much better than less motivated students. However, some students retained their former passive learning habits, and this resulted in an obstruction to full adoption. Reflections on the achievements and challenges of the “FLIPPED” model have culminated in various examples, guidelines, and suggestions for practitioners as they consider their own design, implementation, and adoption. "

I had seen some you tube downloads on Harvard Business School MBA sessions with Flipped Classroom approach in 2005.

The clip is for around half an hour will full video of the class session (students participation ans teacher's articulation) and then the students working individually and as team.

I tried this in India, but did not go as that what I had seen in the HBS download.

Here a few more resources for practicing Flipped class rooms.

http://net.educause.edu/ir/library/pdf/ELI7081.pdf

https://cst.usc.edu/teach/strategies/the-inverted-classroom/

http://blog.peerinstruction.net/2013/04/16/the-2-most-powerful-flipped-classroom-tips-i-have-learned-so-far/

http://www.lynda.com/Business-tutorials/Flipping-Classroom/144198-2.html

http://www.ascd.org/publications/educational-leadership/mar13/vol70/num06/Flip-Your-Students%27-Learning.aspx

http://edinnovation.wisc.edu/content/uploads/2013/02/06a_flipping_courses.pdf

Here a few more resources for practicing Flipped class rooms.

http://flippedclassroom.org/

http://flippedlearning.org/site/default.aspx?PageID=1

http://www.flipitconsulting.com/

http://bestpracticemodels.wiki.staffs.ac.uk/Pedagogic_Models

http://www.uq.edu.au/tediteach/flipped-classroom/olt-transforming/

http://flippedlearning.org/domain/9

The two articles I wrote summarize how re-disigned my course (in stages) ending up with a flipped cell biology course.  I did not call it flipped at the time, but as you will read, I no longer lecture in the class.  Here are the links:

http://www.rcetj.org/?type=art&id=91609&

jaln_v15n1_bergtrom.pdf

There is no single model for the flipped classroom - the term is widely used to describe almost any class structure that provides pre-recorded lectures followed by in-class exercises. The important aspect is how the videos and other online resources are integrated with the classroom learning.

https://teaching.unsw.edu.au/sites/default/files/u25/experiential-flipped3.jpg

Dear Nageswara,

Here are a few recent articles:

Tucker, B. (2012). The flipped classroom. Education Next, 12(1), 82-83.

Herreid, C. F., & Schiller, N. A. (2013). Case studies and the flipped classroom. Journal of College Science Teaching, 42(5), 62-66.

Kim, J. H., Katz, A., Lambert, J., & Brown, T. (2014, March). A Flipped Classroom Professional Development Initiative of Mathematizing Reading Instruction for Primary and Elementary Grade Mathematics Teachers. In Society for Information Technology & Teacher Education International Conference (Vol. 2014, No. 1, pp. 1916-1919).

McLaughlin, J. E., Roth, M. T., Glatt, D. M., Gharkholonarehe, N., Davidson, C. A., Griffin, L. M., ... & Mumper, R. J. (2014). The flipped classroom: a course redesign to foster learning and engagement in a health professions school. Academic Medicine, 89(2), 236-243.

Galway, L. P., Corbett, K. K., Takaro, T. K., Tairyan, K., & Frank, E. (2014). A novel integration of online and flipped classroom instructional models in public health higher education. BMC medical education, 14(1), 181.

http://educationnext.org/files/ednext_20121_BTucker.pdf

http://www.editlib.org/noaccess/131065/

http://www.biomedcentral.com/content/pdf/1472-6920-14-181.pdf

My dear friend @Nageswara, the author of this thread, have made a good dataset on  flipped classroom literature!

Here is another reference list available at ResearchGate!

One more paper is attached as well as one RG thread on this issue!

https://www.researchgate.net/post/Have_you_flipped_your_classroom

Data Flipped Classroom References

Data Flipped Classroom References

Conference Paper The Flipped Classroom

At MSSW - PMIR, We began by reading the book Flip Your Classroom: Reach Every Student  (2012) by Jonathan et all - in 1st year PGD.PMIR Class for few Days

Everything we have done started from our discussions about that book.

Telephonic counselings evolved into a time to support and educate one another.

We’ve now evolved to become flipped learners as well as teachers

From my experience in teaching nursing I found that sending videos from Youtube on Virtual Learning Environment and lecture notes prior to the lecture has helped motivated nursing students to find out more information and then were more prepared to ask questions during the lecture time.  This also helped me to assess students who were really in for nursing.

In my university, I usually, use assignments and home works for the students so that they do it at their home and then come to the class for discussions. They have to submit their tasks for further assessments. Otherwise, many students will never see the videos or power-point slides online.

Universities have been urged to make a stronger case for the benefits of blended learning as a THE survey reveals that most UK institutions will keep lectures online during the autumn term...

https://www.timeshighereducation.com/news/universities-must-win-value-argument-lectures-stay-online?utm_source=newsletter&utm_medium=email&utm_campaign=editorial-daily%C2%A0

UK universities must work to explain the benefits of blended learning and rebuild the confidence of students who feel their prospects have been damaged by “fake grades”, a new report says...

https://www.timeshighereducation.com/news/students-need-rebuild-confidence-after-fake-grades-jibes?utm_source=newsletter&utm_medium=email&utm_campaign=editorial-daily

I'd like to share my authentic experience as regard to Flipped classroom instruction. I am actually teaching courses in a Blended or Hybrid Learning Approach. Even before the start of the pandemics I was already teaching online with students across UAE. Btw, our institution uses BlackBoard as a Learning Management System (LMS). I designed my online course content which includes the synchronous and asynchronous activities, assignments, and assessments. Students join the virtual or synchronous class and engage or participate in discussion, games, and formative assessments and other collaborative activities that I have prepared prior to the virtual session. The readiness of the students to engage in the activities is enhanced through the Flipped classroom. Students are required to complete Flipped classroom tasks or the asynchronous activities outside the virtual class such as reading texts or passages, complete a Nearpod, do the Kahoot Challenge, review a Quizlet set, answer a Comprehension Quiz in Microsoft Form, or watch a video clip with questions embedded on it. These Flipped classroom acivities prepare the students for the next online class. They get to apply their learning by engaging and collaborating during virtual meeting. Flipped classroom develops student to be autononomous and responsible learner. It also enhances student's time management skill. However, there are some challenges that students experience such as slow internet connections and technical glitches. This can be addressed by providing students troubleshooting literacy or technical support such as contact details or zoom links of IT support in your institution.

Fine webinar on blended learning.

Maximising outcomes with blended learning: Present and future strategies for taking a student-centred approach

This webinar will bring together a panel of experts from industry and academia to exchange knowledge and best practice about: • What teaching experiences during the past 18 months can inform future blended learning programmes • The benefits of and obstacles to integrating authentic learning and assessment into blended delivery • Identifying the dominant blended pedagogies for synchronous and asynchronous teaching and learning • Using blended learning to embed digital skills education and its benefits (e.g. maximising student employability) • What digital tools and platforms should deliver to support the delivery of blended learning in-person and online...

https://timeshighereducation.zoom.us/webinar/register/3216293753107/WN_OCQwhgeFRe2BcMXEHdGXEw

@Ljubomer Jacic thanks for sharing. This is perfect!

Many of the purported benefits of “flipped” learning stem from repetition or increased exposure to content and could easily be replicated in a regular classroom, according to a landmark analysis which finds that evidence that the approach can improve attainment is “weak”...

Flipped learning benefits ‘easy to replicate in normal classroom’

https://www.timeshighereducation.com/news/flipped-learning-benefits-easy-replicate-normal-classroom?utm_source=newsletter&utm_medium=email&utm_campaign=editorial-daily&spMailingID=22316999&spUserID=MTAxNzcwNzE4MTk2NAS2&spJobID=2095201676&spReportId=MjA5NTIwMTY3NgS2