Abstract:
EN: An issue of having inactive students in class, time pressure and students’ complaints about having too much homework are some of the main challenges that almost every lecturer or practitioner has to deal with on a daily basis. With the advances in online learning, flipped teaching/learning model (FM) has increased in popularity as innovative learning practices for supporting higher education. As a new norm of blended learning and computer-aided learning (CAL), the FM reverses traditional teaching, and reorganizes the teaching time to provide more class time for students to learn, which has facilitated the adoption of innovative approaches in higher education helping to promote collaborative learning and research in online networked learning environments. A flipped classroom model is a flexible pedagogy housed in the blended learning umbrella of online, or e-learning. Flipped Learning can be defined as “a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space”, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter. Group space is defined as when students are face to face with their instructor.
Individual space is defined as when students are working independently, typically at home.
Flipping the class is reforming the way in teaching; the events that have traditionally taken
place inside the classroom, now take place outside the classroom and vice versa. The reason why it may be complimented and advocated so much is that after the preparation before class (e.g. watching videos, reading texts), students provide meaningful talk and discussion during class. Besides, the students feel more enjoyable and confident when they are able to lead and control their own learning
