Education is an ever evolving field consisting of emerging trends, pedagogies,

resources, and philosophies. Advances in our understanding of how students learn,

process information, and demonstrate understanding of information continually
impact the instructional approaches utilized by classroom instructors. Technology
use is an integral component which prompts changes in students education. A
trend that relies heavily on incorporating technology that will continue to become
prominent in classroom settings is using the flipped classroom model. This model
engages students, promotes active learning, fosters student ownership for learning
and develops 21st Century skills in and out of a classroom.
Flipping a classroom utilizes technology to change the paradigm of a
traditional educational setting. In a flipped classroom setting the technology is not
used as a mere resource to enhance, engage or motivate. Flipping a classroom is a
model that utilizes technology to change the approach, intent and atmosphere of
education. Unlike some technology that may be used as a new way to do old
things, a flipped classroom entails using new technology to teach and learn in new
ways. Technology, such as screencasts, online lectures, online videos or tutorials to
online interactive resources and electronic books, redefine expectations for how,
when and where student learning takes place.
As with all emerging trends in education, especially where technology is
involved, it is necessary to clearly define a flipped classroom setting. Flipping a
classroom is not a simple reordering of traditional class expectations involving class
time and homework. It would be incorrect to state that a flipped classroom is one in
which homework, assignments and projects are completed in class while content
instruction is completed outside of class. This may be what occurs in some flipped
classroom settings but it does not address the change in educational approach that
makes a flipped classroom effective. According to Bishop and Verleger (2013), a

flipped class involves interactive collaborative work by students completed in class

and computer based individual instruction beyond the classroom walls. This
emphasis on the type of student work completed in a classroom setting is what
promotes the implementation of a flipped classroom.
The flipped classroom model shifts the paradigm of how classroom hours
should be used (Schwartz, 2013). In place of hours of lectures and presentations
where students are passive observers a flipped classroom emphasizes a new role
for teachers and students. In this new role teachers take on the position as
facilitator and conduct less teacher oriented lessons. The focus is on the students
who are engaged in an active learning environment. In this type of environment the
teacher is able to structure lessons and activities that provide students with the
opportunities to demonstrate their knowledge, ask questions, apply and interpret
information and if necessary have the teacher reteach or explain specific content
(Berkowicz & Myers, 2013). The facts of a lesson are examined by a student outside
of classroom time through teacher prepared online screencasts or video lectures,
informative tutorials or web-based research and readings. This allows for the
benefits of individualized instruction as a students may watch or listen to
information repeatedly and can work on the in class prompts at their own pace.
Ultimately, the aspects of a flipped classroom learning environment foster the
active learning skills required by Common Core Standards and 21 st Century Learning
Skills. These both require educators to rethink how content is delivered. A flipped
classroom benefits these standards in ways such as differentiation of instruction,
equity of building a knowledge base, flexibility of learning and engagement
(Bergmann, 2013). Through the individual analysis of content students are able to
find answers and make connections on their own without waiting for the next note
to appear before them on a power point slide. The responsibility for gaining

information is shifted to the students. Technology and the plethora of resources it

places at the students fingertips makes this possible. A teacher can provide the
structure or framework for gaining information based on the material presented to
the students through the videos or websites made available online for learning
through sites such as TrackStar. Class time can now be dedicated to a problembased learning approach, cooperative and collaborative learning and peer tutoring
activities (Bishop & Verleger, 2013). Teachers are able to use inquiry based
strategies in class and students are able to use creativity and technological
resources to demonstrate an understanding of the content. Also, through the use of
technology real time and real world applications are able to be made during class
and students have access to experts in any field on any topic outside of class.
The flipping classrooms approach will emerge and be sustained within
education settings. It will remain effective as educators seek to find ways to meet
the emerging standards of 21st Century Learning and engage as well as challenge
the students who are 21st Century learners. The emphasis this model places on how
students learn and not just what is being used to teach and learn sets flipping
classrooms apart from other technology based instructional strategies and
resources.

References

Bishop, J. & Verleger, M. (2013). Article from ASEE Annual Conference and
Expedition: The Flipped
Classrom: A Survey of the Research. Atlanta, GA.
J. Bergmann. (2013, August, 7). The Perfect Match: Common Core and the Flipped
Classrooom.

[Flipped learning is when you move the direct instruction from

the group learning classroom

to an individual learning space]. Retrieved from
http://researchnetwork.pearson.com

/elearning/the-perfect-match-common-core-

and-the-flipped-classroom
J. Berkowicz & A, Myers. (2013, July 23). Flipped Learning: Take It or Leave It.
Retrieved from

http://blackboard.unk.edu/bbcswebdav/pid-1989563-dt-content-

rid-6739251_2/courses

/2014FTE886P01/Flipped%20classroom%20articel.pdf

K. Schwartz. (2013, May, 21). Flipped Classroom 2.0: Competency Learning With
Videos. Retrieved from http://blogs.kqed.org/mindshift/2013/05/flipped-classroom2-0-mastery-levelcomptenecy-learning-with-videos/#comments