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The Importance of Implementing a Flipped or Blended

Classroom in Schools

Justin Castillo

Professor Wray

UWRT 1103

3 October 2018

Figure 1.1 Figure 1.2

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In a fast-paced world, it is exceedingly crucial to ‘keep up with the times’, or ‘keep up

with the Joneses’, as one may say. Over and over new changes are made as to how we, as a

people, perceive the world around us. What was once new information becomes old and outdated

material. Like the outside world, something needs to change within the education system.

Teachers have sought for new and variable ways to teach their students new material in

order to enhance their learning experiences by employing the use of flipped or blended

instructional methods into their curriculum (Meyer). Figures 1.1 and 1.2 on the title page

highlight the transition from the traditional lecture-based classroom to the flipped

classroom--also known as the home environment. The idea of flipped classrooms started all the

way back in the 1990s when Eric Mazur “introduced Peer Instructions in his physics lectures at

Harvard University”; this also gave rise to the blended classroom (Cieliebak). These two

methods allow the students to learn at their own pace and features the use of teacher-made videos

of lectures, discussion-based learning in class, and possible advanced reading outside of the

classroom. Blended instruction is a sort of hybrid between a traditional lecture-based class and a

flipped classroom in that it incorporates the use of both lectures and some “group-based, in-class

active learning”, as well as technology inside and outside of the class. (Clark). Flipped

classrooms, on the other hand, rely more on the use of outside student-based learning and

“in-class active learning, with micro-lectures as needed, and technology used both in and outside

of class, including for expected pre-class review of new content” (Clark). Figure 1.3 shows the

differences between these two methods.

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Through various movies, it can be seen what the flipped and blended methods try to

accomplish. One scene from ​Monsters University​, for instance, depicts the main character

frequently studying and engaging in advanced readings outside of class; something that the

flipped and blended classroom rely on . Another scene from ​Higher Learning​ shows viewers

what these instructional methods aim to fix: boring lectures (links to both scenes found in

“Works Cited” page). Lectures do not engage students in the material, therefore leading to

boredom and temporary memorization of the material taught; “engaged and involved students
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learn more and are better prepared” than students who just sit and listen (Clark). Research in the

1990s proved that the more students are engaged in the class, the more likely they are to form

connections to the material and therefore understand what is being taught. Through the

implementation of flipped and blended instruction, more students will be better equipped to

survive not just in the world of academia, but also in the matter of life. Figure 1.4 gives a basic

description of what a flipped classroom is.

Figure 1.4

Flipped methods consist of discussion-based learning. From this, students conquer their

phobia of public speaking--a fear deeply rooted within every student--and socialization. They

also begin to discuss real-world applications of material, and some current local or worldly

issues. In an English as a Foreign Language (EFL) class, for example, it is crucial that students

interact and communicate with one another. According to a study based in Southeast Asia,

students in Japan were exposed to the traditional lecture-based class and the alternative flipped

class. Of those in the traditional classes, researchers discovered that only “30% of students

mentioned that they encountered some occasions when they were able to express their opinions

or comments during class” (Mehring). Of those in the flipped classes, researchers unsurprisingly
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found that the students liked the increased collaboration and interaction among their peers. In

addition, students exposed to a flipped-style class develop the necessary critical thinking skills

crucial for their academic life; these skills can also be applied to their lives outside of the

classroom. As presented in a study which involved students taking a Critical Thinking

Assessment pretest and posttest, composed of “15 free-response and short answer questions

designed to be completed by students within 1 hour”, results have shown that students

demonstrated a higher level of critical thinking in all of the challenging courses taken (Styers et

al). These courses dealt with Cellular and Molecular Biology, Evolutionary Ecology, and

Biochemistry. Students participating in this study were required to take “pretests and posttests

during the first and last weeks of classes” (Styers et al.). After taking the pretests and posttest

“scientists also subjected students to fill out a survey rating their own abilities in accordance to

the different aspects of critical thinking targeted by the CAT” (Styers et al). Of the survey and

tests, it was deemed conclusive that the students excelled in their apprehension of course

material.

While many have expressed support for the adoption of these learning methods, others

have stated their disapproval or disbelief in what this method may do for students. Some may be

hesitant to implement a flipped or blended-style class into their curriculum because of the fear

that it will overstress students (Cieliebak). This may be true for the beginning because of the

sudden shift in how students use their time; it will no longer be used to complete various

homework and papers, but more so for self-teaching. As time goes on, they will become more

accustomed to this format and display a better understanding of the material, more so than

compared to usual lecture-based classes (Cieliebak). While some may believe it to be stressful to
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create a new curriculum centered around flipped instruction, I believe that it is actually easier to

do this. All it takes is a creative mind. In EFL classes, for example, it is easy to implement the

flipped classroom strategy due to the fact that the class revolves around “English as a Foreign

Language” and thus requires communication among individuals. From all the interactions and

constant practice in the classroom, students will grow increasingly proficient in the language and

therefore be better suited to speak the language in their day-to-day lives.

The adoption of a flipped instructional method has its benefits. It allows students to

actively engage in material through discussion-based classes, and also learn at their own pace

through the use of readings and teacher-made lecture videos. Technology is heavily involved in

this process and figures 1.5 and 1.6 advertise this. Discussions allow students to not only practice

their public speaking skills but also teaches them necessary critical thinking skills. With all this

known, one may wonder ​“Why don’t more schools put this into practice?”
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Works Cited

Castillo, Justin. ​Bedroom Study​. 13 September 2018, Photograph, The University of North

Carolina at Charlotte ​*Figure 1.2*

Castillo, Justin. ​Chemistry Lecture Hall.​ 12 September 2018, Photograph, The University of

North Carolina at Charlotte.​*Figure 1.1*

Castillo, Justin. ​MCAT Help Poster.​ 12 September 2018, Photograph, The University of North

Carolina at Charlotte ​*Figure 1.5*

Castillo, Justin. ​Student Tools for Success.​ 12 September 2018, Photograph, The University of

North Carolina at Charlotte. ​*Figure 1.6*

Castillo, Justin. ​UNC Charlotte.​ 12 September 2018, Photograph, The University of North

Carolina at Charlotte. ​*Introductory photo*

Cieliebak, Mark. “Flip Your Classroom – But Be Aware!” ​ELM MAGAZINE​, Kansan Valistus

Seura, 18 Dec. 2014,

<​www.elmmagazine.eu/articles/flip-your-classroom-but-be-aware/​>
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Clark, Renee, et al. "Evaluating Blended and Flipped Instruction in Numerical Methods at

Multiple Engineering Schools." ​International Journal for the Scholarship of Teaching and

Learning,​ vol. 12, no. 1, 01 Jan. 2018. EBSCO​host,​

<​librarylink.uncc.edu/login?url=http://search.ebscohost.com.librarylink.uncc.edu/login.as

px?direct=true&db=eric&AN=EJ1172254&site=ehost-live&scope=site.​> ​*Includes Figure 1.3*

“Flipping the Classroom.” ​Office of Minority Affairs Diversity,​ University of Washington, 2018,

<​www.washington.edu/teaching/teaching-resources/engaging-students-in-learning/flippin

g-the-classroom/​> ​*Figure 1.4*

Higher Learning​. Directed by John Singleton, Columbia Pictures, 1995.

<​https://youtu.be/-GLPCGYTlMk​ >

Mehring, Jeff. "Present Research on the Flipped Classroom and Potential Tools for the EFL

Classroom." ​Computers in the Schools,​ vol. 33, no. 1, 01 Jan. 2016, pp. 1-10. EBSCO​host,​

<​librarylink.uncc.edu/login?url=http://search.ebscohost.com.librarylink.uncc.edu/login.as

px?direct=true&db=eric&AN=EJ1091997&site=ehost-live&scope=site.​>

Meyer, Robinson. “The Post-Lecture Classroom: How Will Students Fare?.”​The Atlantic,​

Atlantic Media Company, 13 September 2013. Web. 16 September 2018.

<​https://www.theatlantic.com/technology/archive/2013/09/the-post-lecture-classroom-ho

w-will-students-fare/279663/​>
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Monsters University​. Directed by Dan Scanlon, Disney/Pixar, 2013.

<​https://youtu.be/vAgUHEkOCQM​>

Styers, Melanie L., et al. “Active Learning in Flipped Life Science Courses Promotes

Development of Critical Thinking Skills.” ​CBE - Life Sciences Education​, vol. 17, no. 3, Sept.

2018. ​EBSCOhost​,

<​https://librarylink.uncc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=tru

e&db=eric&AN=EJ1186035&site=ehost-live&scope=site​>