It all starts with a teacher doing what they do best – explaining a concept. Except for this time they’re doing it on video, either by simply explaining a concept on camera, or using screen capture tools or presentation software with a voiceover. Video content retains the connection, the humor, and the pace of great teaching – and there’s plenty of scope for teachers to be creative! (FlippedInstitute)
Flipped classroom is an instructional strategy and a type of blended learning that reverses the traditional learning environment by delivering instructional content, often online, outside of the classroom. It moves activities, including those that may have traditionally been considered homework, into the classroom. In a flipped classroom, students watch online lectures, collaborate in online discussions, or carry out research at home and engage in concepts in the classroom with the guidance of a mentor (Wikipedia).
The flipped classroom intentionally shifts instruction to a learner-centered model in which class time explores topics in greater depth and creates meaningful learning opportunities, while educational technologies such as online videos are used to deliver content outside of the classroom. In a flipped classroom, content delivery may take a variety of forms. Often, video lessons prepared by the teacher or third parties are used to deliver content, although online collaborative discussions, digital research, and text readings may be used.
The term flipped classroom was popularized by teachers Aaron Sams and Jon Bergman from Woodland Park High School, Colorado in 2007 in response to a realisation that class time would be best spent guiding knowledge and providing feedback rather than delivering direct instruction. Bergman and Sams (2012) reasoned that direct instruction could be delivered by recording video content for students to engage with before class (and any time) freeing up class time for activities that allow deeper exploration of content.
The key purpose of the flipped classroom is to engage students in active learning where there is a greater focus on students’ application of conceptual knowledge rather than factual recall (The University of Queensland).