SUMMARY OF FLIPPED LEARNING

1. Online learning during a global pandemic

The experience of children being out of school for months is unusual, but not
unprecedented; the Rwandan genocide, Hurricane Katrina in New Orleans, and
fleeing Syrian or Rohingya refugees have also led to a hiatus from face-to-face
learning for children. The rapid transition to online learning continues to pose
numerous challenges to schools, districts, teachers, students, and parents. The equity
challenges that have arisen due to the pandemic reach far beyond technology
resources and access, and yet, as teachers, we must utilize instructional methods that
can help accommodate for the challenges our students, and we ourselves, are facing.
A flipped learning model for online instruction is one method that
individualizes student learning and demonstrates the teacher’s value of collaborative
synchronous learning time. Many college classes are three hours in duration, and our
students frequently have multiple classes per day. Numerous hours on a virtual call
can lead to fatigue, caused by the effort to read non-verbal cues, the stress of feeling
watched by others, and feelings of vulnerability that can result when our professional
and personal spaces are blended (Jiang, 2020).
The amount of time we spend on screens can cause physical and mental health
impacts, including eye and neck strain, anxiety, depression, and obesity (Andrews,
2020; American Heart Association, 2018). Despite the recommendations from the
American Heart Association (2018) to limit screen time to one to two hours per day,
since the Coronavirus forced schools and nearly all of life online, screen time for
adults and children alike has increased dramatically. A 2019 digital report (Kemp,
2019) found the average adults spent nearly seven hours on mobile devices or online
per day, and since the Corona virus pandemic transitioned much of life and learning
online, there has been an increase in screen time (Andrews, 2020).
A blended approach to online learning though a flipped classroom model
allows instructors to integrate synchronous and asynchronous platforms into their
classrooms, maintain control of the lecture component of their classes, and provide
students with a healthier and more differentiated approach to online learning.

2. Definition of Flipped Learning

Flipped Learning is 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
educator guides students as they apply concepts and engage creatively in the subject
matter (Flipped Learning Network, 2014). In other words, Flipped Learning can be
defined as an in-class activity that is done at home and home work that is done at
school (Hwang, Lai, & Wang, 2015, p. 450). Therefore, this approach can give
chance for teachers to be creative in the classrooms by applying many kinds of
activities and the classroom time can be directed towards active and collaborative
learning (Roach, 2014, p. 75).

3. Benefits of Flipped Learning

The benefits of flipped learning for students, they are:
 Learn at their own pace.
 Engage concepts with peers.
 Frustration levels remain low.
 Particular benefit to those students whose personality types and preferred
learning styles impair their performance in traditional educational
environment.
Also, there are some benefits of flipped learning for teachers:
 Work closely with students in the classroom
 Improve student attitudes
 Teachers can group students together
 Improve students’ ability to solve open-ended problems

4. The Disadvantages of the Flipped Classroom

Of course, as with anything, there are also some disadvantages to the flipped
classroom, they are:
 Testing will become difficult.
 Internet accessibility fluctuates.
 Heavy reliance on student motivation.
 Promotion of a lackadaisical learning environment.
 Keeping everyone on the same subject can get tricky.
5. Challenges Using Applied Model
There is a large time commitment required of the instructor, and there is a
need for institutional support and flexibility with assessments (Wanner & Palmer,
2015). Additionally, O'Flaherty and Phillips (2015) found little evidence that flipped
learning contributed to lifelong learning and the increase in 21st century skills in
college students. Perhaps learning from the voices of practitioners who have utilized
this model effectively can help improve efficacy.

6. Research of Flipped Learning

There are some researches of flipped learning:
1. Mohsin Raza Khan and Fozia Zulfiquar (2022) Effect of Flipped Learning Method
on the Writing Skill of EFL Saudi Students during the Covid-19, International
Journal of English Language Teaching, Vol.10, No.2, pp., 1-11
This study aimed at investigating the effect of flipped learning on the writing
skill of English as a Foreign Language (EFL) students during the Covid-19 pandemic.
This study was conducted on level 1 students of the Department of English, Faculty
of Languages & Translation (FLT), King Khalid University (KKU) during the first
semester of 2020-2021. 60 students from two sections of Eng. 112 Writing 1- Course
participated in this study. Students of section number 595 were chosen for the
experimental group; students of section number 597 were chosen for the control
group. There were 30 students in each group. The experimental group was taught
writing skill using flipped learning in both asynchronous and synchronous settings,
and the control group was taught writing skill only in the synchronous setting.
A quasi-experimental design was employed for collecting the data. A pre-test
and post-test in the form of an online written exam was administered in both
synchronous and flipped learning settings. The result of the post-test showed that the
experimental group performed better than the control group. A semi-structured
interview with the students in the experimental group was also conducted for
examining their perception of the flipped learning model. The students had a positive
view of flipped learning model.
2. Suprapti, S., Nugroho, A., & Pembangunan, H. (2021). Flipped Learning
Instruction to Enhance University Students’ Higher Order Thinking Skills. Jurnal
Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan,
Pengajaran dan Pembelajaran, 7(2), 261-269.
This study aims to shed some light on the significant impact of content videos
in flipped learning classroom on students’ higher order thinking skills. The secondary
aim of this study is to portray students’ perception toward the practice of flipped
learning in assisting their higher order thinking skill development. A total of 36
elementary teacher education students at IAIN Surakarta are involved as participants
in this pre-experimental study. Drawing on pre-test, post-test, and focus group
discussion, the results of paired sample test show a significant difference on the
students’ score of pre-test and post-test, meaning that flipped learning with content
videos is effective to enhance the students’ higher order thinking skills.
Furthermore, the focus group discussion reveals that the students positively
perceive the practice of flipped learning instruction to enhance their higher order
thinking skills. These results contribute to providing fruitful insights for teachers and
school administrators as a teaching model to enhance students’ higher order thinking
skills.

References
Du, S., Fu, Z., & Wang, Y. (2014). The Flipped Classroom – Advantages and
Challenges. Emtc, 17–20.
Fauzan, A., & Ngabut, M. N. (2018). Journal on English as a Foreign Language
EFL students ’ perception on flipped learning in writing class. 8(2), 115–129.
Khan, M. R. (2022). Effect of Flipped Learning Method on the Writing Skill of EFL
Saudi Students During the COVID-19. 10(2), 1–11.
Smith, R. (2020). Flipped Learning During a Global Pandemic : Empowering
Students with Choice. 5(1), 100–105.
Suprapti, S., Nugroho, A., & Pembangunan, H. (2021). Flipped Learning Instruction
to Enhance University Students’ Higher Order Thinking Skills. 7(2), 261–269.