Flipped Learning: A Review of the Literature

Alexandra Freeman

Texas A&M University- Texarkana

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Introduction

The Google search engine has forever changed people’s exposure to information. In a

time when social media, news stories, and even celebrity’s personal affairs are readily available

in the palm of anyone’s hand, every public and private business sector is shifting to confront an

ever evolving technological culture. Leaders in the education field are recognizing the urgency to

get on board with this generation of students who “expect all the information in the world to be

one mouse click away on a 24/7 basis... They expect informational resources to be dynamic, not

static” (Dillon, 2007, p. 36). In 2007, Jonathan Bergmann and Aaron Sams pioneered the

movement to meet the increasing needs of a more technologic, individualized culture through

flipped learning (Finkel, 2012, p. 28). Through this change of pedagogy, teacher and student

roles, and progressive technology implementation, flipped learning is altering the paradigm in

how we educate our students.

When the internet first launched into the classroom in the the early 2000s, research from

the National Assessment of Educational Progress in the United States History concluded that

87% or less of students in the 4th, 8th, and 12th grade used primary source documents once a

month or less for research purposes (Lee, 2002, p. 511). Many teachers were reluctant to use

computers in classroom instruction; therefore students relied primarily on libraries with print

sources and their teacher as access to relevant information in their subject areas. The students in

the classroom today are simply not the same students they were 10 years ago.

Technology has not only transformed our societies, but it is forming societies into a more

global community. Fulmerfelt and Green (2013) convey that “extensive technological advances

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will occur in the next few years than have happened in the last two centuries” (p. 358). These

technological advances have completely reshaped the way people interact with each other and

the world around them. Those who lived in the time of long distance calling from Texas to

California, are blown away by the conveniences of cellphones and services such as Skype that

allow people to communicate both across the country and transcontinentally.

Communication is just one example of how technology is changing the world.

Technology is also changing the way that children and young adults access information. Because

people have access to an abundant amount of instant information, there is a dire need for

organizing this information rather than acquiring it. In a study done by Yun-Jo An and Charles

Reigeluth (2012), the researchers concluded that our society needs people who can effectively

manage copious amounts of information to solve complex problems and make decisions (p. 54).

Teachers are no longer the primary holders of information. Therefore, in this time of rapid

technological advancement, schools can’t afford to fall behind. In fact, schools should be a

forerunner in making technology and electronic resources a priority as students connect what

they learn in the classroom with what they do outside the school building. This extends learned

content into daily activities and bonds students to the reality of being life-long learners.

These technology goals align with the concept of a flipped classroom which allows

students to individualize their learning as they meet homogenized learning standards. As

Bergmann and Sams expressed in Ed Finkel’s (2012) Flipping the Script “Technology is how

students learn today. All you have to do is watch kids in their free time. They always have some

sort of electronic device in front of them” (p. 30)

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Literature Review

The literature on the flipped classroom aligns with three predominate areas of research

that answer the following questions: (1) What is flipped learning? (2) What are the benefits and

challenges of a flipped classroom? (3) What are practical examples of how teachers can flip their

classroom?

What is flipped learning?

The basic principle of a flipped classroom lies in “flipping” learning tasks that are done at

home (homework) with tasks performed at school (instruction). In a flipped context, students

view pre-recorded lessons before coming to class and reserve class time, or face-to-face time, for

learning experiences that require higher cognitive thinking skills based on Bloom’s taxonomy. In

a flipped classroom, class time is utilized for hands-on experiences that are facilitated by the

classroom instructor (Kovach, 2014, p. 39). Students are introduced to new concepts through

videos that are made by the teacher who uses either screencasts of PowerPoints with voiceovers

or a webcam with the teachers’ face. Students can view these videos on an online hosting site

such as Blackboard or Moodle; but if a student does not have access to the internet, then he or

she is issued a DVD (Sams, 2013, p. 17).

Bergmann and Sams (2013) emphasize that the purpose of flipped learning is not about

videos or technology explicitly; rather, the priority lies in utilizing technology to make class time

most effective (p.16). Traditionally, students would learn certain concepts within the classroom

and then go home to apply their knowledge. The disconnect with this model of learning is that

the application or synthesis of learning (homework) falls higher on Bloom’s Taxonomy of

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cognitive skills; whereas acquiring knowledge (instruction) is at the base of Bloom’s taxonomy.

Acquiring information is the lowest form of thinking according to Bloom’s model. Therefore, a

flipped classroom focuses on engaging students in higher-ordered thinking activities in the

classroom with the support of their peers and the assistance of their teacher. This provides a

better opportunity for students to ask for guidance when they need it most.

Flipped learning also “flips” the responsibility of learning. The responsibility is

relinquished from teachers into the hands of students to take ownership of constructing their own

understanding of course concepts and processes (Finkel, 2012, p. 32). Since videos are

incorporated in the process, students are able to watch lessons and acquire information at their

own pace. Since teachers are no longer the “knowledge gate keepers”, students construct their

learning on their own by watching lessons, doing research, and engaging in peer-instruction. A

flipped classroom is in essence completely learner-centered. The teacher’s role becomes the

facilitator/coach/expert who helps by assessing student understanding, probing for deeper

understanding, and answering questions as students participate in learning activities in class.

Sang-Hong Kim, Nam-Hun Park, and Kil- Hong Joo (2014) describe flipped learning

from “A Review of Flipped Learning (2013)” in four main pillars: First, flipped learning must

have a flexible learning environment. Second, a flipped learning environment needs a change in

learning culture which means making classrooms more student-centered. Third, flipped learning

needs intentional content such as problem-based learning (PBL), socratic discussions, or other

learning strategies; and last, flipped learning requires specialized instructors (p.71).

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Even with numerous definitions, flipped learning literature centers on the ideal that the

classroom should represent a microcosm of today’s world. It’s illogical for students to go home,

text message their friends, tweet a funny joke, post a picture on Instagram, and plan an event on

Facebook then go to school the next morning and sit in lecture classes while taking notes with a

pen and paper. The classroom should seek to incorporate non-traditional and authentic

experiences in class that are similar to what students experiences when they leave school. A

flipped classroom mirrors the current culture and allows students to deeply connect to subject

content due to familiarity and interest.

What are the benefits of a Flipped Classroom?

The benefits of this particular methodology of instruction are plentiful. The flipped

classroom provides students with learning opportunities that reflect a constructivist pedagogy.

Sharon J. Hawks (2014) writes that constructivism is based on the tenet that individuals use

experience to construct knowledge and reflection to create meaning (p.265). In other words,

students discover understanding by their experience; and their knowledge is built by doing things

themselves. The focal point of the flipped learning model is a facilitated learning environment

that places students’ understanding as the highest priority. Through flipped learning, students are

able to develop life skills such as collaboration and problem solving. Research shows that

students who are involved in a learner-centered classroom have higher intrinsic motivation to

learn and elevated self efficacy, along with better goal orientation and metacognitive skills to

self-regulate (An and Reigeluth, p. 54).

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The commentary on flipped learning debates that classrooms should be more centered on

building student understanding through activities that require higher-ordered thinking skills and

less focused on state-assessment scores. Sams and Bergmann believe that when administrators

give teachers autonomy and students flexibility, test scores will work themselves out (Finkel, p.

34). In a time of high-stakes testing, some districts are so focused on meeting accountability

standards through state assessments, that they’re afraid to allow teachers to try new things in fear

that the unorthodox will fail. When in fact, studies show that students involved in active learning

courses outperform students in traditional courses (Hawks, 2014, p. 265).

According the literature on the effectiveness of a flipped classroom, students have the

opportunity to go above and beyond of what is expected of them. When students have ownership

of their learning, they are more motivated to learn. When students are motivated to learn, they

work harder and yield better results. Through small group, peer-instruction, and one-on-one time

with their teacher, students have access to richer learning experiences that build higher-thinking

skills. When students have higher cognition, the possibilities of what they will be able to

accomplish are endless. Engaging students in a learner-centered environment through flipped

learning eliminates students from being passive participants. Students come to school knowing

that they have a purpose; and this changes the current school culture where a majority of students

really don’t enjoy going to school in general.

Students in special subgroups such as English Language Learners (ELLs), exceptional

learners in the SpEd program, and Gifted and Talented learners (GT) especially benefit from a

flipped classroom. According to current PEIMS records, students who are identified as SpEd or

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GT have the highest dropout rate. This is due to current education models failing to meet these

particular learners’ needs. Flipped learning allows these learners to work at their own pace while

being monitored closely by their instructor. A flipped classroom allows instruction, assignments,

and assessments to be more differentiated, leaving student subgroups feeling more successful

about their work instead of comparing themselves with their peers.

What are the Challenges of a Flipped Classroom?

With all the many benefits of cultivating a flipped classroom, there are many challenges

that novice instructors will face when beginning to integrate this practice. The first challenge is

that teachers must be well versed in their subject content in order to address questions and

provide immediate, tactful feedback during discussions and activities (Kovach, p. 39). As one of

the aforementioned four pillars of flipped learning, flipped learning requires that teachers be

specialized. Teachers need to be experts in their knowledge of specific content in order to

communicate with students accurately about their understanding of the subject matter. As

students study more deeply, their findings catalyze further inquiry that demands teachers to

explain concepts or ideas in a way that helps a student understand.

The literature also explains that teachers should be learners alongside their students.

Barbara L. McCombs (2003) explains that “learner-centered teachers know the subject matter,

but the most effective learner-center teacher can shift their role from teacher to expert learner and

share ownership of learning with their students” (p. 96). Implementing technology and flipped

learning practices requires teachers to learn about new technological practices through a

continuum of professional development. The best teachers never stop learning themselves; but

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they orient themselves to continual evaluation and execution of best practices. A barrier in

flipped learning could be a teacher’s unwillingness to continue his or her development as a

professional within the field. Veteran teachers might find the transition into a flipped classroom

even more difficult as they cling completely to traditional pedagogy.

Another challenge teachers will face in a flipped classroom setting, is the possibility that

some students will not do the assigned work of watching lectures on their own. If a student does

not watch the lecture videos, he or she comes to class unprepared for discussions or for other

engaging activities that require prior-knowledge. This poses a major problem or flipped

instruction: if a student does not take responsibility for his or her learning, they will not reap the

benefits of learner-centered activities during class.

Bergmann and Sams solved this problem by providing time during class or after school

for students to watch videos or putting videos on applications that students can access using

smart phone devices. Using smart devices allows students to engage in activities such as web

discussions and online search. Currently, most students have access to a smart phone which

would allow them to access online host sites such as Blackboard and Moodle. Blackboard has an

app that students can have on their phones in order to access videos or discussion boards. Most

of the modules should be fairly easy to access on a mobile device. Teachers can also create pre-

recorded DVDs that students may also check out and watch at home on their TV.

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What are practical examples of how teachers can flip their classrooms?

Ben Smith and Jared Mader (2015) write about many flipping tools that teachers can

implement in their science classrooms, “many free online resources, screencasting, and

podcasting technology allows you to create differentiated learning experiences in the flipped

classroom, providing students with a more tailored learning experience” (p. 8). The authors give

lists of many websites and tools that teachers can use in order to get their flipped learning

environment up and running. The two main examples are the screencast and the podcast.

Screencasting tools (Jing, SCreencast-o-matic, Snapz Pro, Camtasia, Reflector App)

capture videos of teachers’ screens as they give lessons on a specific topic while speaking on a

voiceover. There are many examples of professors doing this on youtube, and there are even

tutorials that teachers maybe able to find on youtube to help them with such programs. After

teachers create the screencast, they then create it to be a movie file (iMovie or Windows

MovieMaker project) and can share it on a hosting site, youtube, or burn to a DVD disk.

A podcast is a voice recording that can be made through programs such as Vocaroo,

Audacity, Garage Band, or the recording app on an iPhone. Teachers simply record an audio file

then upload it to a website, share in an URL address, or email it to selected recipients. Podcasts

can be used to help students when they are doing step-by-step problem solving. Smith and Jader

explain that “the benefit of podcasting is that it isn’t a full blown answer key. Instead, teachers

can provide as much or as little detail as they thing is necesssary” (p.8) When podcasting with a

white board teachers can use the Educreations or Doceri tool to partner a voice and a white board

to give step-by-step instructions such as how to balance a chemical reaction.

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The screencast and podcast are just two examples of technology tools that teachers can

use to engage their students in the classroom. There are a plethora of other hosting sites that will

allow teachers to create online forums where students can have discussions and engage in other

activities. Another way that teachers can create a flipped classroom is to provide students with a

Google email account with access to Google drive where they can share their assignments

through google docs and also have discussions through Google chat.

At a local, Title I high school, teachers are flipping in their classrooms for grades 9-12.

Teachers are able to incorporate Google Chromebooks thanks to a grant they applied for and

received funds for the resource. Through these computers, students have the capability to access

videos during class and then engage in multiple activities during class and even at home with

their smart phones. In an interview with one employee, she shares all the many websites and

activities that students are able to engage in through a flipped class setting.

The teachers share a lot of great sources to find new stuff and tech resources. Teachers

can find some of theses resources on websites such as: http://www.freetech4teachers.com/. This

is a website that allows teachers to build a slideshow site and build on Google Slideshow;

students can follow along on slideshows and answer questions: https://www.peardeck.com/.

There is a website that allows students to play quiz games in class competitions: Kahoot:

teachers: https://getkahoot.com/ students: https://kahoot.it. For online classrooms (with

discussion ability), there are websites such as: https://www.edmodo.com/, https://

www.schoology.com/home.php, and https://classroom.google.com/. For websites on pedagogy,

you can use sites such as http://ctl.utexas.edu/teaching/flipping-a-class, http://www.edutopia.org/,

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http://www.edutopia.org/blogs/tag/flipped-classroom. There are a multitude of resources that can

get teachers get their flipped classroom started.

Conclusion

In conclusion, the literature provided sheds light on what flipped learning is, how it

benefits our students, the challenges teachers will face with its implementation, and the practical

ways teachers can introduce this type of learning into the classroom. The literature on this topic,

though, not extremely extensive due to being innovative in nature, provides clarity as to how

teachers can start thinking in the direction of the reality that classrooms are going to eventually;

they have to. In order to keep in step with the current culture of connectivity through technology,

there will be a natural overflow into the education field. Through professional development,

research, and a creative, explorative mentality, teachers can be successful in flipping their

classroom, their instruction, and student learning.

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References

An, Y., & Reigeluth, C. (2012). Creating Technology-Enhanced, Learner-Centered Classrooms:

K-12 Teachers' Beliefs, Perceptions, Barriers, and Support Needs. Journal Of Digital

Learning In Teacher Education, 28(2), 54-62.

Bergmann, J., & Sams A. (2014). Flipped learning: Maximizing face time. T+D, 68(2), 28-31.

Dillon, N. (2007). Educating generation Z. American school board journal, 194(9), 34-36.

Finkel, E. (2012). Flipping the script in K12. District Administration, 48(10), 28-30,.

Flumerfelt, S., & Green, G. (2013). Using Lean in the Flipped Classroom for At Risk Students.

Journal of Educational Technology & Society, 16(1), 356-366.

Hawks, S. J. (2014). The flipped classroom: Now or never?. AANA Journal, 82(4), 264-269.

Kovach, J. V. (2014). Leadership in the "Classroom". Journal for Quality & Participation,

37(1), 39-40.

Lee, J. K. (2002). Digital history in the history/social studies classroom. History Teacher, 35(4),

503-517.

McCombs, B. L. (2003). A Framework for the redesign of K-12 education in the context of

current educational reform. Theory Into Practice, 42(2), 93-101.

Sams, A., & Bergmann, J. (2013). Flip your students & learning. Educational Leadership,

70(6), 16-20.

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Sang-Hong, K., Nam-Hun, P., & Kil-Hong, J. (2014). Effects of flipped classroom based on

smart learning on self-directed and collaborative Learning. International Journal of

Control & Automation, 7(12), 69-80. doi:10.14257/ijca.2014.7.12.07

Smith, B., & Mader, J. (2015). Flipping Tools for the Science Classroom. Science Teacher, 82(3),

8.

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