The Effectiveness of the Flipped Classroom in Higher Education

Abstract

Recent communication and information technology have unlocked entirely new directions for education and training. Mounting pressure from increasing free, online course offerings is opening discussion and catalyzing change in the physical classroom. The flipped classroom is at the center of this arena. The flipped classroom is a new pedagogical method, which employs asynchronous video lectures and practice problems as homework, and active, group-based problem solving activities in the classroom. It represents a unique combination of learning theories once thought to be incompatible -- active, problem-based learning activities founded upon a constructivist ideology and instructional lectures derived from direct instruction methods founded upon behaviorist principles. This paper provides a comprehensive survey of prior and ongoing research of the flipped classroom and introduces a case study for higher education and the perception of the both students and instructors. Studies are characterized on the type of in-class and out-of-class activities, On the other hand, we introduce some notes to help faculties to smoothly transform from traditional classroom to flipped classroom.