FLIPPED CLASSROOMS AS A STUDENT-CENTERED LEARNING APPROACH: BENEFITS AND CHALLENGES

ACTIVE METHODS AND THE ROLE OF THE TEACHER: THE FLIPPED CLASSROOM AND ITS CHALLENGES AS AN ACTIVE LEARNING STRATEGY

This study aims to examine the Active Learning Methodology known as the Flipped Classroom, through a literature review, in order to define it, describe its core characteristics, and reflect on the challenges involved in its practical implementation. Furthermore, it discusses the teacher’s role in this context, highlighting their performance as a researcher-professional, able to learn from their own practice and turn challenges into teaching and learning opportunities. This methodology is structured around the inversion of the traditional dynamic: first, students are guided to study concepts, themes, or problems outside the school environment; subsequently, in the classroom, this content is deepened through discussions, practical activities, simulations, and problem-solving, making learning more meaningful and student-centered. Its development relies heavily on the use of technological resources such as digital equipment and internet access and on the work of proactive, creative, and communicative teachers who can encourage students’ autonomy in the pursuit of knowledge.

Student engagement in science and engineering education through blended learning: a review

Flipped Classroom Implementation and Student Engagement in Secondary School Biology Instruction in Nigeria: A Quasi-Experimental Study

The traditional method of delivering lectures in secondary-level biology remains associated with low learner engagement, particularly when the curriculum is heavy, making active learning difficult. The flipped classroom strategy, which uses digital media to deliver instruction before class while class time is allocated to investigation activities, has been adopted as one of the most preferred educational reform strategies. The study used a quasi-experimental, non-equivalent pre-test-post-test control group design, involving 94 students (48 in the experimental group and 46 in the control group) over 12 weeks from two intact secondary school classes. Results of an independent-samples t-test showed statistically significant differences in favor of the flipped classroom on all measures of engagement, including behavioral engagement (t(92) = 6.04, p < .001, d = 1.25), emotional engagement (t(92) = 4.43, p < .001, d = 0.91), and cognitive engagement (t(92) = 4.13, p < .001, d = 0.85). Biology achievement gains were also significantly greater among participants in the experimental condition (t(92) = 5.34, p < .001, d = 1.10). ANCOVA also showed significant between-group differences on all outcomes while controlling for pre-test scores. Qualitative data revealed that learners appreciated autonomy, cooperative problem-solving, and quick feedback; however, they initially experienced some technology anxiety. The flipped classroom model can positively impact student engagement and academic success in secondary biology classes. Thus, implementing constructivist pedagogies with technology in secondary science education can be supported if the proper infrastructure is in place.

A Flipped Physiology Course Positively Impacted Student Success and Perceptions of Learning.

The flipped classroom model is an approach that contrasts the traditional model for higher education by moving curated lecture material to independent study time, expected to be completed prior to lectures. With this switch, lectures can focus on active modalities to consolidate knowledge via group activities, problem solving, and discussions, thereby increasing student engagement. In this study, we sought to understand students' views of the flipped classroom model in a university human physiology class on actual and perceived academic performance. Data from 41 participants was collected in spring 2024 using surveys, classroom observations, focus groups, and final course grades. Results revealed that the flipped classroom model maintained student engagement and participation, while allowing the instructor to gauge student progress on a given subject, from background knowledge to new applications. In addition, students consistently displayed the ability to incorporate previously held information into new contexts, an opportunity facilitated by the activities that took place during class time. Finally, student responses demonstrate deeper levels of cognition assessed through Bloom's Taxonomy in regard to their learning and methods of learning, building foundational skills to support new and more complicated concepts as they come.

The Impact of Fully Online Flipped Classrooms on Music Learning Outcomes in the Short Term

The outbreak of Covid-19 has spurred a global surge in online education, yet not all subjects are suited for this format, particularly those requiring extensive interaction between teachers and students. This study employed a mixed-methods approach, including questionnaire on learning satisfaction, comparative assessments before and after the course, and semi-structured interviews, to evaluate the effectiveness of a fully Online Flipped Classroom model among 30 students at a well-known art university in China. The 5E model served as the primary instructional framework throughout the teaching process. Quantitative analysis indicated that students were satisfied with the Online Flipped Classroom and demonstrated significant academic improvement at the conclusion of the 12-week course, suggesting that the Online Flipped Classroom, in conjunction with the 5E model, effectively supported students' academic progress in a short period. Semi-structured interviews further revealed students' overall perceptions of the Online Flipped Classroom, presenting a nuanced view of this educational approach. The findings highlight the effectiveness of Online Flipped Classroom in the field of music education, offering new perspectives and suggestions for music educators and valuable insights for post-Covid-19 era teaching strategies.

Flipped Classroom Pedagogical Model: A Systematic Review in Higher Education

The flipped classroom has become one of the main active methodologies in higher education; however, scientific evidence remains dispersed across different disciplinary contexts. The objective of this study was to determine the current state of the flipped classroom pedagogical model through a systematic literature review. PRISMA 2020 guidelines were followed, and the Scopus, Web of Science, ERIC, and SpringerLink databases were consulted, selecting 20 studies that met the inclusion criteria. The results showed that the flipped classroom promotes active learning, strengthens self-regulation, increases student participation, and fosters competency development when there is coherence between instructional design, autonomous preparation, and face-to-face activities. It is concluded that the flipped classroom constitutes a consolidated pedagogical model, in its pedagogical, technological, and formative dimensions, whose effectiveness depends on the systemic integration of its components.