Running Head: WHY TEACHERS SHOULD FLIP THEIR CLASSROOMS

Why Teachers Should Flip their Classrooms; Research and Trends from Different Fields of Study
Master of Education in Educational Technology
College of Education and Human Services
Wright State University
Fall 2016
By
Hadeel Maleeh Alshammri

Research Advisor:

Marguerite Veres
Senior Lecturer and Director of the Educational Technology Program

Running Head: WHY TEACHERS SHOULD FLIP THEIR CLASSROOMS

Table of Content
Table of Content ---------------------------------------------------------------------------------------------- 2
List of Figures ------------------------------------------------------------------------------------------------- 3
List of Tables -------------------------------------------------------------------------------------------------- 3
Abstract --------------------------------------------------------------------------------------------------------- 4
Introduction ---------------------------------------------------------------------------------------------------- 4
History of the Flipped Classroom ------------------------------------------------------------------------- 5
Why Teachers should flip their classroom? ------------------------------------------------------------- 7
4 of The Wrong Reasons to Flip --------------------------------------------------------------------------- 7
The Role of the Instructor ---------------------------------------------------------------------------------- 8
The Nature of the Learning Process ---------------------------------------------------------------------- 8
1.

How to move the lecture outside the classroom: -------------------------------------------------------- 9

Considerations: ----------------------------------------------------------------------------------------------------- 9

2.

How to incorporate active learning: --------------------------------------------------------------------- 10

Learning opportunities: ----------------------------------------------------------------------------------------- 10
Assessment opportunities: --------------------------------------------------------------------------------------- 11
Considerations: --------------------------------------------------------------------------------------------------- 11

Students weigh in about Flipped Learning ------------------------------------------------------------ 15

Flipped Classroom Survey -------------------------------------------------------------------------------- 16
Conclusion ---------------------------------------------------------------------------------------------------- 19
References: --------------------------------------------------------------------------------------------------- 21

WHY TEACHERS SHOULD FLIP THEIR CLASSROOMS

List of Figures
Figure 1: Flipped Classroom Model (Teachthough.com)--------------------------------------------6
Figure 2: 10 Pros and Cons of A Flipped Classroom ----------------------------------------------- 13
Figure 3: Question 1(Survey Monkey) ---------------------------------------------------------------- 17
Figure 4: Question 2(Survey Monkey) ---------------------------------------------------------------- 17
Figure 5:Question 3(Survey Monkey) ----------------------------------------------------------------- 18
Figure 6: Question 4(Survey Monkey) ---------------------------------------------------------------- 18
Figure 7: Question 5(Survey Monkey) ---------------------------------------------------------------- 19
Figure 8: Question 6(Survey Monkey) ---------------------------------------------------------------- 19

List of Tables
Table 1: Sites and Apps for Flipped Classroom ----------------------------------------------------- 14

WHY TEACHERS SHOULD FLIP THEIR CLASSROOMS

Abstract
Flipped classroom is an active, student-centered approach that was formed to increase the
quality of period within class. this approach attracts the attention of educators and researchers in
different disciplines recently. Flipped classroom learning which wide-spreads rapidly in the
world, is not well recognized in our country. That is why the aim of study is to answer the
question which is " Why Teachers Should Flip their Classrooms?

Introduction
A teacher stands at the front of the classroom, delivering a lecture and writing on a white
board. Students are hunched over desks arranged in rows, quietly taking notes. At the end of the
hour, they copy down the nights homework assignment, which consists of reading pages from a
textbook and answering the questions at the end of the chapter.
The teacher is acutely aware that many students do not understand the days lesson but
does not have the time to meet with them individually during the 50-minute class period. The
next day the teacher will collect and briefly review the homework assignment. If students have
additional questions, there wont be much time to linger. The class cannot fall behind schedule.
There is a lot of material to cover before the test at the end of the unit.
Educators have been working to break this lecture-centered instructional model by
shifting the focus from the curriculum-pacing guide to student learning needs as the driver of
instruction. They are, increasingly, turning to an alternative model of instruction called Flipped
Classroom in which digital technologies are used to shift direct instruction outside of the group

WHY TEACHERS SHOULD FLIP THEIR CLASSROOMS

learning space to the individual learning space, usually via videos.

History of the Flipped Classroom

As early as 1982, Baker had a vision of using electronic means to cover rote material
outside of class (Baker, 2000). The barriers he found to accomplishing that goal included a
delivery method of the material and the question of what to do with the time that moving the
lectures allows (Baker, 2011, p. 1). The delivery barrier disappeared with the advent and
implementation of the LMS. In the fall of 1995, an early edition of an online content
management system allowed Baker to place lecture notes online and retrieve them to show
during class meetings. He realized during a lecture that the students were capable of retrieving
the slides themselves, and encouraged them to do so. Once he gave away all the content for the
class, he realized he needed to make the class time more meaningful. He developed an action
plan centered on four verbs: clarify, expand, apply, and practice.
The basic concept he applied in that class was to move the rote transmission of
information that had been the content of the lectures out of the classroom (delivered instead
through network-delivered presentations) and to use the opened-up class time for the students to
work on application of the principles from that content while he was there to see what they were
doing, answer questions and make suggestions. (Baker, 2011)
Baker presented the concept to conferences between 1996 and 1998, and in 1998 began
to refer to the method as The Classroom Flip

Defining Flipped Classroom

In the Flip, content normally covered in class lecture gets moved outside of class, and work
normally done outside of class is brought into the classroom. This frees in-class time for students

WHY TEACHERS SHOULD FLIP THEIR CLASSROOMS

to practice and apply concepts they learned through the out-of-class materials. An added benefit
is that the professor is freed to guide students one-on-one and to provide assistance with
exercises in class. Basically, it turns a classroom upside down: the learning of a topic is done at
home and then the applied practice or work is done at school.
There is no one formula for flipping a class, as the amount of flipping from course to course,
and class to class can vary. Here are examples from both ends of the spectrum:
1. An instructor integrates a 5-10-minute hands-on learning activity into a class period
and consequently lectures for 5-10 minutes less.
2. An instructor designs a course in which content is delivered completely through video
segments and pre-class reading and exercises and class time is used entirely for group
work activities.

Figure 1: Flipped Classroom Model (Teachthough.com)

WHY TEACHERS SHOULD FLIP THEIR CLASSROOMS

Why Teachers should flip their classrooms?

1. Moving content outside of the classroom allows for more class time to be spent on
engaging learning activities such as peer instruction or active learning.
2. Flipping increases studentteacher interaction.
3. With the advent of technology that can more easily facilitate content delivery, such as
lecture capture, videos, podcasts and other online information, there are now more
ways for learners to access knowledge. The lecture is less essential to content delivery
than it once was.
4. Students report that they prefer courses that have online components (ECAR, 2012).
5. Flipping classroom reaches students anywhere, any way, any time and at any place.
6. Through flipped classroom teachers will never miss teach their classes when they are
absent.
7. Flipping helps struggling students.

4 of The Wrong Reasons to Flip

1. Because you think it will create a 21st Century classroom: Pedagogy should always
drive technology, not vice-versa.
2. Because you think you will become cutting edge: Flipping isnt about the newest
tools.
3. Because you think it exempts you from being a good teacher: Good teaching is much
more than delivering good content.
4. Because you hope it will make your job easier: Thats not going to happen and its
not what the flip is about. The nature of the job changes, in many good ways, but it is

WHY TEACHERS SHOULD FLIP THEIR CLASSROOMS

not about making the work easier, and there are plenty of challenges along the way as
the process is adopted and put to use. (Walsh,2012)

The Role of the Instructor

Brooks (1999) noted that in constructivist classrooms, teachers generally behave in an
interactive manner, mediating the environment for students as opposed to behaving in a didactic
manner, disseminating information to students. In addition, teachers in constructivist classrooms
seek the students points of view as opposed to seeking the correct answer to validate student
learning. The role of the instructor was to provide individualized instruction in response to
student misunderstandings since the majority of skill attainment was designed to occur outside of
class time.
The instructor plays an integral role in developing the constructivist-learning environment.
Baker (2000) referred to the well-worn adage of moving from the sage on the stage, to the guide
on the side. The quest to become the guide was among his influences in the early flipped
classes. Wiersma (2008) noted that teachers may revere the idea of student-centered learning but
they do not know how to implement the practice, Even if teachers understand the importance of
curiosity, interest, and experience, many do not know how to use them in teaching situations.

The Nature of the Learning Process

With flipped classrooms, the challenges become: how can I deliver content to students
outside of class in meaningful ways, and what can students do in class that encourages
meaningful learning? As in blended learning courses, instructors must determine what can be

WHY TEACHERS SHOULD FLIP THEIR CLASSROOMS

accomplished best online, what can be accomplished best in class sessions, and how online and
in-class activities can best be integrated for optimal learning.
1. How to move the lecture outside the classroom:
Instructors do many things to remove lecture from a class session. Often these strategies are
facilitated by technology:

Assign pre-class readings and have students complete quizzes on this reading
before coming to class.

Create videos that explore a topic and require students to watch them before class.

Integrate quizzes, or some other kind of activity that engages students with the
material, such as having students come to class with one or two questions they
have about the topic.

Have students contribute to online discussions by requiring them to find, post, and
draw connections to relevant online information.

Considerations:
Moving learning outside of the class requires students to self-regulate their learning. In order to
support students in doing so, try these techniques:

Communicate how much time-on-task is expected for each learning activity.

Provide a rubric to articulate what assignment outcomes are expected and how they
will be assessed.

Encourage students to create a learning plan. This is more crucial for courses that
require a lot of online work.

Break larger online assignments up into smaller pieces and create staggered deadlines
along the way.

WHY TEACHERS SHOULD FLIP THEIR CLASSROOMS

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Incorporate peer feedback. For example, if students are required to post reading
responses, include responses to peers responses as part of the assignment.

Include incentives for completing online or out of class assignments. For example, for
reading assignments require students to do a pre-class quiz on Blackboard and have
these quizzes be a small part of students grades. Alternatively, give a quick 5-minute
quiz at the beginning of a class session and allow students to earn bonus points for
correct answers.

For required pre-class quizzes, Blackboards adaptive release feature allows teachers
to provide students with additional information only when they attain a certain score
on a quiz, providing incentive to not only complete the quiz, but to do well on it.

Discuss the expectation teachers have for students to preview content before class.
Instill accountability for not doing pre-class activities by noting that not doing so
decreases the value of class session activities for both themselves and the students
they work with. Students should be held responsible for not letting themselves or their
classmates down. Establishing ground rules can help.

2. How to incorporate active learning:

Once students have been exposed to content before class, any number of things can be done in
class:
Learning opportunities:

Active learning techniques: Allow students to apply concepts in class where they can
ask peers or instructors for feedback and clarification.

Peer instruction: Students can teach each other by explaining concepts or working on
small problems.

WHY TEACHERS SHOULD FLIP THEIR CLASSROOMS

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Collaborative Learning: There are a number of activities students can do to enhance

understanding, and provide opportunities to apply knowledge.

Group work: If group work is one of the ways teacher plans on assessing the students,
giving them time in class to do their group work activities alleviates the
inconvenience of holding meetings outside of class time, and gives the teacher chance
to check in on how things are going.

Problem-based learning: Class time can be spent working on problems that can last
for the duration of a semester.

Discussions or debates: Give students the opportunity to articulate their thoughts on

the spot and to develop their arguments in support of their opinions or claims.

Assessment opportunities:

Having students engage with working on assignments in class gives the teacher the
opportunity to provide ongoing feedback.

Students can also provide peer feedback to each other and respond to feedback they
receive.

Considerations:

Students may not all be enthusiastic about active learning techniques. Teachers need
to explain why they are using this technique and describe the learning benefits

Opening the class to active learning makes it less predictable. Teachers should have a
plan for a few possible directions a discussion can take.

Teachers may be relinquishing some control of their class session, which can feel
understandably risky. Through a learning activity, teachers may learn that a
significant amount of students do not understand a concept, which prevents teachers

WHY TEACHERS SHOULD FLIP THEIR CLASSROOMS

12

from moving on to the next part of teachers class plan. Perhaps a heated debate on a
controversial issue erupts unexpectedly. When using interactive learning activities,
have a back-up plan. For potential heated debates, reflect on the material ahead of
time to predict what could happen.

Figure 1: The Process of flipping classroom (Teachthough.com)

WHY TEACHERS SHOULD FLIP THEIR CLASSROOMS

The Pros

The Cons

It can be more ef1icient

It can create or exacerbate a digital divide

Lessons and content are more accessible

(provided there is tech access)

It relies on preparation and trust

Students have more control

There is signi1icant work on the front-end

It promotes student-centered learning

and collaboration

Not naturally a test-prep form of learning

Access = easier for parents to see whats

going on

Time in front of screensinstead of

people and placesis increased

Figure 2: 10 Pros and Cons of A Flipped Classroom

13

WHY TEACHERS SHOULD FLIP THEIR CLASSROOMS

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Sites and Apps for a Flipped Classroom

With technology, "Flipped Classroom" models are happening more and more, leading me to
create a list contains some of the top tools for "flipping a classroom.

9Slides

Create an interactive/guided presentation for students flipped

learning.

Answer Pad

Assessment tool for teachers to use with their mobile devices or

browser to gauge student's learning.

Educreations

Create guided lessons, and post them on the web for students to view
at home.

GoClass

Allow educators to create lessons and then assess students learning in

real-time.

Voice Thread
Zaption

Easily collaborate and create with voice, video, or image

Interactive video tours, especially in Presenter mode, boost
engagement

Google Hangouts

Communication, learning, and fun converge nicely in Google's slick

platform

Khan Academy

A "free, class education for anyone, anywhere

Table 1: Sites and Apps for Flipped Classroom

WHY TEACHERS SHOULD FLIP THEIR CLASSROOMS

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Students weigh in about Flipped Learning

Kaitie, a high school senior said, For the

From Kylie, a high school senior: The

first time ever I had the ability to pause the

flipped teaching model allowed me to learn

teacher while watching the lectures online.

at my own pace and made a huge impact on

Working on my own timetable allowed me

my education. Almost overnight, my grades

to explore learning styles and techniques,

went from Bs and Bs to all As. I began to

and to hone in on the way that I learn best.

understand complex problems that I never

Another reason I enjoy the flipped class so

before grasped. When I took the ACTs a

much is the stress-free environment it

second time after my junior year, I ended up

creates. I cannot remember a time when I

scoring a 22 on the test! I was thrilled, and

was stressed out about my flipped chemistry

couldnt believe how much I improved.

classes. I most definitely have been stressed

With my new grades and ACT score, I

about other classes that are not taught in the

realized that there were a lot of options for

flipped classroom model, and I looked

me beyond high school, and I would no

forward to my flipped class. The bottom line

longer have a limited future. I truly believe

is that I learned in the flipped classroom.

that the flipped classroom has changed my

And that learning that occurred helped me

life, and opened many doors. This year has

get through many classes in high school,

been a really exciting one for me: I have

simply by learning how to learn. (Hamdan,

enjoyed thinking of what my education will

2013)

bring in the next few years. (Hamdan,

2013)

WHY TEACHERS SHOULD FLIP THEIR CLASSROOMS

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Flipped Classroom Survey

Participants and Results
In one survey of 41 students at Princess Nourah bint Abdulrahman University in Saudi
Arabia in 2013, experienced flipping Biology (101) lab. I applied the flipped learning method to
my students in Bio (101) for 8 weeks. 80% agreed that the flipped class style makes it easier to
understand the course content. Over 68% said that the flipped approach has helped them to learn
more than they would have if traditional class lecture, and benefited them in preparing for class.
Close to 80% reported that positive interactions between each other and the instructor in-class
work increased; that students became more likely to engage in collaborative decision-making,
and critical thinking.
Student survey responses in the flipped course indicated positive student perception
toward the classroom flip. Representative student comments indicated that the learning was more
personalized, the cooperative groups fostered critical thinking, and the online resources provided
students with more control over their learning.

WHY TEACHERS SHOULD FLIP THEIR CLASSROOMS

Figure 3: Question 1(Survey Monkey)

Figure 4: Question 2(Survey Monkey)

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WHY TEACHERS SHOULD FLIP THEIR CLASSROOMS

Figure 5:Question 3(Survey Monkey)

Figure 6: Question 4(Survey Monkey)

18

WHY TEACHERS SHOULD FLIP THEIR CLASSROOMS

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Figure 7: Question 5(Survey Monkey)

Figure 8: Question 6(Survey Monkey)

Conclusion
The flipped classroom is a pedagogical model in which the typical lecture and
homework elements of a course are reversed. Short video lectures are viewed by students at
home before the class session, while in-class time is devoted to exercises, projects, or
discussions. The flipped classroom model requires thoughtful integration of online and face-to-

WHY TEACHERS SHOULD FLIP THEIR CLASSROOMS

20

face learning. Compared with the traditional lecture model, flipping classroom improved student
performance and perceptions of the learning experience. Students found the online videos
valuable to their learning.
The Flipped Learning model can be one way to create a classroom environment that is
learner-centered. Michael Gorman (2012) observed that any learner-centered educator would
provide activities in the classroom that are action based, authentic, connected and collaborative,
innovative, high level, engaging, experience based, project based, inquiry based, and selfactualizing. Gojak (2012) noted that the right question is not whether or not to flip your
classroom, instead, professional educators ought to ask how they can use the affordances of this
model to become more effective as teachers and increase students conceptual understanding, as
well as procedural fluency.
Students generally perceived the flipped classroom model as a positive experience, and
especially appreciated the benefits of viewing lectures on their own time and at their own pace.

WHY TEACHERS SHOULD FLIP THEIR CLASSROOMS

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References:

Crouch, C. H., & Mazur, E. (2001). Peer instruction: Ten years of experience and results.
American Journal of Physics, 69, 970.

EDUCAUSE Center for Applied Research (ECAR) (2012). Dahlstrom, Eden, with a
foreword by Charles Dziuban and J.D. Walker. ECAR Study of Undergraduate Students
and Information Technology, 2012 (Research Report). Louisville, CO: EDUCAUSE
Center for Applied Research. Retrieved from: http://www.educause.edu/ecar.

Kapuler, D. (2013, July 24). Top 10 Sites/Apps for a Flipped Classroom. Retrieved
October2,2016,from http://www.techlearning.com/default.aspx?tabid=100&entryid=6163

Acedo, M. (2013, November 27). 10 Pros And Cons Of A Flipped Classroom. Retrieved
September

2,

2016,

from

http://www.teachthought.com/learning/blended-flipped-

learning/10-pros-cons-flipped-classroom/

Miller, B. (2014, March 13). 10 reasons to flip your classroom. Retrieved September 2,
2016, from https://www.sophia.org/school-of-thought/10-reasons-to-flip-your-classroom

WALSH, K. (2012, August 5). 8 Great Reasons to Flip Your Classroom (and 4 of the
Wrong Reasons), from Bergmann and Sams. Retrieved August 25, 2016, from
http://www.emergingedtech.com/2012/08/8-great-reasons-to-flip-your-classroom-and-4of-the-wrong-reasons-from-bergmann-and-sams/

Hamdan, N. (2013, jun 1). A Review of Flipped learning. Retrieved Aug 25, 2016, from
Flipped Learning: FlippedLearning.org

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ACKNOWLEDGEMENTS
I would like to thank to my advisors, Marguerite Veres for supporting me during these past two
years. She has set an example of excellence as a researcher, mentor, instructor, and role model.
Marguerite is someone you will instantly love and never forget once you meet her. She is the
kindest advisor and one of the smartest people I know. I hope that I could be as lively,
enthusiastic, and energetic as Marguerite and to someday be able to command an audience as
well as she can. I dedicate this research to Marguerite Veres. It was you who originally generated
my love for technology with your lectures and passion of Educational Technology.
I would especially like to thank my amazing family for the love, support, and constant
encouragement I have gotten over the years. In particular, I would like to thank my husband
Mohammad. You are the salt of the earth, and I undoubtedly could not have done this without
you.

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Research Advisor Comment

Your Action Research is well done. I enjoyed reading about Flipping the classroom and seeing
the Pros and Cons. It is interesting to hear from students that flipping assists them in their
studies. If instructors using this method can assure the students are following through on their
assignments, then it will be successful. I think that is the most difficult thing to do.
When you begin teaching, give flipping a try.
Maggie Veres
Senior Lecturer
Program Director/Educational Technology