Using Digital Tools for the Flipped Classroom


Using Digital Tools for the Flipped Classroom

Although the presence of ICT cannot be equated with increased learning gains, it has the potential to open a window of opportunity for doing things differently in education. One possibility is the flipped classroom.

The flipped classroom attempts to invert the traditional model of teaching and learning by using technology to deliver lectures, thus freeing teachers to work on assignments with students in the classroom. The “homework” in this case is the video lecture or the course on the Internet, not the exercises.[/vc_column_text][/vc_column][/vc_row][vc_row][vc_column][vc_column_text]

Is the flipped classroom new to teaching?

The basic elements of the flipped classroom are not new to teaching. Classes in history and literature have long used the “flipped” method; requiring reading outside of class in preparation for in-class discussion.  What has sparked the current buzz is the adoption of the method the rise of videos and online teaching tools.

The idea of the flipped classroom appealed to us on many different levels. From the library literature, and our own experiences, we knew that active learning activities are very effective in the information literacy classroom. Lecturing is becoming an increasingly outmoded style of instruction, and in all honesty, we were experiencing a bit of “lecture fatigue” and were looking for ways to avoid it. We know from our class assessments that students enjoy being active in the classroom. They learn more and are more engaged with the material when they are “forced” to participate, rather than being allowed to sit back and listen [1].[/vc_column_text][/vc_column][/vc_row][vc_row][vc_column width=”1/3″][vc_column_text]

A review from 2017 provides an overview of flipped classroom studies [2]. The review shows a possible model for the flipped classroom (see the illustration 1).[/vc_column_text][/vc_column][vc_column width=”2/3″][vc_single_image image=”5948″ img_size=”full” onclick=”link_image” title=”Model for the Flipped Classroom” css=”.vc_custom_1516999378899{margin-top: -10px !important;}”][vc_column_text css=”.vc_custom_1516999423349{margin-top: -10px !important;}”]Illustration 1[/vc_column_text][/vc_column][/vc_row][vc_row][vc_column][vc_column_text]

A Model for the Flipped Classroom

The model has two main components:

  • the out-of-class learning component
  • the in-class learning component


For this model, the out-of-class learning component is direct instruction focusing on the knowledge levels of remembering and understanding. As for the in-class learning component, teachers can have a brief review and clarify any misunderstanding, then use group learning activities and individual coaching for solving advanced problems.[/vc_column_text][/vc_column][/vc_row][vc_row][vc_column width=”1/3″][vc_column_text]The Lucubrate project uses the IQC-model (IQC means Information, Question, and Cogitation.) The model is built on modern pedagogical principles for learning where we combine information, facts, reflection and discussions in groups (see illustration 2). The Lerner uses the smartphone, tablet or computer to get the information and answer the questions. The Lerner follows up by cogitation and discussion in groups.[/vc_column_text][/vc_column][vc_column width=”2/3″][vc_single_image image=”5951″ img_size=”full” onclick=”link_image” title=”The IQC Model”][vc_column_text css=”.vc_custom_1516999402838{margin-top: -15px !important;}”]Illustration 2[/vc_column_text][/vc_column][/vc_row][vc_row][vc_column width=”1/4″][/vc_column][vc_column width=”3/4″][vc_column_text][1] College and Research Libraries (

[2] Chung Kwan Lo and Khe Foon Hew (2017): A critical review of flipped classroom challenges in K-12 education: possible solutions and recommendations for future research. Springer Open[/vc_column_text][/vc_column][/vc_row]

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