MINISTRY OF EDUCATION AND SCIENCE OF THE REPUBLIC OF

KAZAKHSTAN

L. N. GUMILYOV EURASIAN NATIONAL UNIVERSITY

Flipped Classroom
(High Tech)

Master: Magauiya M.M.

Group: 20-03

Supervisor: Baigunissova
G.I.
 2020 year

Content

Annotation………………………………………………………………………....3
Introduction………………………………………………………………………4
I. Theoretical foundation of Flipped Learning……………………………………5
1.1 The history and peculiarities of the Flipped Classroom………………………5
1.2 Benefits and drawbacks of implementing the Flipped Learning……………...8
II. Effective usage of E-Platforms in Flipped Classroom………………………..10
2.1 E-platforms to enhance efficacy in Flipped Classrom.....................................10
2.2 Comparative analysis of flipped and non-flipped classroom…...…………..12
Conclusion……………………………………………………………………….13
References………………………………………………………………………..14

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 Flipped Classroom (High Tech)
Magauiya M.M.
Eurasian National University 1st year of Master degree

ANNOTATION

The use of learning technologies, especially multimedia provide varied facilities for
students' learning that are not possible with other media. Pedagogical literature has
proved that individuals have different learning styles. Flipping Classroom has begun to
flourish worldwide as a new teaching model. The implementation of flipped classroom
includes the design of well-made video before class and learning activities design in
class and so on, in which the support of network teaching system is necessary. Flipped
classroom is a pedagogical approach which means that activities that have traditionally
taken place inside the classroom take place outside the classroom and vice versa. The
flipped classroom environment ensures that students become more active participants
compared with in the traditional classroom. The purpose of this paper is to fulfill the
needs regarding the review of recent literature on the use of the flipped classroom
approach in education. The contribution of the flipped classroom to education is
discussed in relation to the changes in students' and instructors' role. Subsequently,
flipped classroom applications to enhance productive study progress are illustrated. The
recommendations made in the paper for design specifications that integrate flipped
classrooms with technology are discussed. Difficulties of using this methodology are
barriers with technological tools and with divergent conceptions around the theme. The
paper concludes that a careful consideration of the warnings and recommendations made
in the literature can help to produce effective flipped classroom environments and also
this paper attempts to inform those who are thinking of using new technologies and
approaches to deliver courses.

Key words: Flipped classroom, active learning, educational technology, blended

learning.

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 The flipped classroom is a learning design that plays an important role in blended
learning. According to Bergmann Overmyer & Wilie (2015), the traditional definition of
a flipped classroom is replacing direct instruction with videos and encouraging students
to focus on important learning activities with their teachers inside the classroom. It is
argued that there is misinformation about the flipped classroom and this misinformation
can be clarified by defining the flipped classroom as personalized education where
students take responsibility of their own learning. In addition, the flipped classroom
allows the teacher to be a facilitator and also increase interaction and personalized
contact time between teachers and students. The flipped classroom is also explained as
creating problem-based learning inside the class and replacing direct instruction with
videos in order to provide instructional content to be accessed whenever and wherever it
is required by students.
Relevance of the project work. Technology has become an integral part in the realm
of education. The flipped classroom is a recent teaching method where students can
watch instructional online videos outside the classroom that actively engage them in
their learning process. Although this trend has gained momentum in many disciples and
there are many studies available, research behind language acquisition through the
flipped classroom model is limited.
The aim of this work is to investigate the benefits and drawbacks of the flipped
classroom in the EFL context and to evaluate the effectiveness of a Flipped Classroom
methodology in the academic performance of students.
Objectives of the project work:
1. briefly define the peculiarities of Flipped Learning and outline the benefits and
drawbacks of this approach to learning.
2. compare flipped classroom with non-flipped classroom within the academic
performance of students.
3. identify e-platforms fostering the effectiveness of Flipped Classroom and to use
Screencast-O-Matic for demonstrating possible lesson.
End product. Flipped classroom is the latest pedagogy that has grown across
multi-discipline and age levels which effectiveness has been proven empirically. In this
approach, students are given more opportunities to apply the knowledge they have
learned into the real life situation in collaborative learning environment. Furthermore,
flipped classroom shows most impactful effects on increasing learning interactions,
improving students’ achievement and boosting critical thinking. Studies have indicated
that flipped classroom could also stimulate students’ interest and could even improve
their attitudes towards school. Students are able to receive a personalized education to
suit their learning style while syllabus could be covered before time.
Methods consists of analyses of flipped and non-flipped classroom methods
which is implemented with the help of survey and questionnaire.

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 Project structure consists of annotation, an introduction, main part with
subsections, practical part, conclusion and references.
The Flipped Classroom is to flip over the traditional classroom teaching structure.
Students adopt autonomous learning by watch video of teaching materials after class and
finish the homework questions, or carry out the project practice, collaborative learning
and the deep research and other activities way to learn under the guidance of teachers in
class [1]. Flipped classroom originated in American Woodland Park High School. Two
chemistry teachers, Jonathan Bergman and Aaron Sam, found in the practice of teaching
what the students need most is not the teachers’ explanation on the knowledge and skills
in the traditional classroom, but to be timely and effective help when they encounter
problems. However the teachers are often not in the problem locale [2]. From the year
2007, they provide students with teaching video and courseware. Students independently
arrange learning before class. The teacher organizes to communicate in-depth and
provide personalized guidance in class. Flipped classrooms regard constructivism and
mastery learning theory as the instruction and take the modern education technology as
the basis. It makes the real implementation which is from the transformation of Teacher-
centered to student-centered, and makes the students from passive recipients of
knowledge transform into active searcher for knowledge .Two key points to realize the
flipped classroom optimal effect: one is that deep study is going on really after class, the
another is that classroom time is efficiently utilized to communicate about learning
experience for helping to deepen the cognition.
The main principal of the flipped classroom is teaching, according to which the new
material is assimilated through watching videos at home, and the time of classroom
work is allocated for completing assignments, exercises, laboratory and practical
research. Class time is considered to be facilitated, thus encouraging students for
collaboration work with peers, and spend more time to meet the individual needs of the
students giving guidance and inspiring them[3].
The book Flip Your Classroom: Reaching Every Student in Every Class Every
Day, co-authored by them, became the base for most Western educators who wondered
whether they should "flip the class".
In book, Bergman and Sams, came up with the components to successful flipped
learning environments and few general principles were highlighted:
 Creating collaborative spaces. Flipped learning is inherently a collaborative
endeavor, and flipped learning teachers are encouraged to arrange furniture in
ways that encourage collaboration.
 Creating individual spaces. There should be places in the room for the
individual works of students with fewer distractions, as not all work is done in
groups. One possible way is to acquire a few sets of noise-cancelling headphones
for students use.
 Emphasizing student- centeredness of the class. The class is now student-
centered, thus the room layout should take the focus off the teacher.
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  Emphasizing learning, not teaching. Rearrangement of the room should
emphasize that this space is designed for learning, not teaching.
The authors paid a huge attention to sorting out misconceptions about their
system. For instance, in terms of video, many people prioritize the use of video
materials, but Bergman and Sams emphasize that using video is only a way to
reformat the lesson, and not the most critical element. As to the availability of
technology, the authors have said that in 2007, when they started their experiment,
only 25% of the students could not access the internet at home. Therefore they took a
multifaceted approach to helping students with limited access. The third reproach
concerned the fact that the flipped classroom method is a poor method of instruction
and simply turning lectures into videos generated inadequate pedagogy. Bergman and
Sams insist that the importance and relevance of the teacher is not underestimated.
On the contrary, it gives the teacher the opportunity to reflect on how and what the
children are taught. In terms of homework, Bergman and Sams claim that this model
makes it more productive, as there are some situations when students skip some
important information in the classroom, thus making the home assignment
complicated to deal with [4].
The International Society for Teaching in Education lists four main components
required for a flipped classroom [5]:
1. Relationship building. Having positive relationship with teachers and
classmates can significantly contribute to real language usage and
communication. Students with low level of anxiety and fear are more likely to be
fluent in learning language.
2. Personalized Learning. It is evident that students learn in various ways and
speed from each other. In personalized learning different learning styles and
abilities are provided. Teachers should conduct lessons with formative and
summative assessments based on each student’s need. After each lesson, teachers
should know whether the study material or skills was acquired by learners or not.
In language classes, this can be achieved with real communication.
3. Passion-Based Learning. There are huge opportunities to learners in flipped
classroom to find out their passions in real communication that is high on
Bloom’s Taxonomy level, thus creating profound mastery of language.
4. Project-Based Learning gives students opportunity to apply their skills
through active participation within the frame of real life situations, suitable and
ideal for real English communication.
However, the key feature of successful criteria in flipped classroom is students’
preparedness. Very few of the reviewed articles emphasizes on this critical aspect. The
need for the students to be prepared prior to the teaching and learning process plays an
important role to make this approach successful and meaningful. This is because if the
students come to the class unprepared, they will give a blank look and will not get
involved in the classroom. The school is a place to improve working improvement and
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to produce students with maximum academic growth. While the flipped classroom
approach has been seen successful from the perspectives of both students and teachers,
the authors notice that, there is still room for improvement in some areas. The authors
choose to redesign the approach by factoring in the preparedness aspect.
Moreover, lessons should include four major components in order to be entitled as the
Flipped Classroom [6]. First, educators should restructure the learning environment and
time in a flexible way, considering the individual and group expectations and needs.
Second, instructors need to teach the contents in detail, adopting a learner-centered
approach and provide rich learning opportunities and activities reflecting a particular
learning culture for the specific groups of students. Third, educators should regularly
keep track of the difficulty level of the contents and the notes taken by the students as
well as their progress, and they also apply active learning strategies that will maximize
conceptual understanding of the students. Finally, the instructor should be a professional
educator who continuously monitors students in their learning processes, immediately
provides feedback, and assesses students' outputs.
With the help of the instructor or their classmates, the students engage in the
application-oriented learning activities to apply the theoretical knowledge. What is
expected from the students in the classroom is to interact with the instructor and their
peers, apply and practice the knowledge, and to use the opportunities provided to
improve their learning performance and higher order thinking skills [7]. In other words,
it is fundamental that instructors apply active learning strategies to enable learners to
manage their responsibilities, self-regulation, and learning process.
According to Borg and Shapiro (1996) people’s learning styles differ from each other
and personality type has a significant role on deciding how a person learns best. The
incompatibility of an instructor’s teaching style and a learner’s learning style may cause
less learning and also a reduction of interest in the subject matter. Lage, Platt & Treglia
stated that with the use of new learning technologies it is possible to move lectures
which traditionally take place inside the classroom to outside the classroom and learning
activities which occur outside the classroom to inside the classroom with the guidance of
the instructor [8]. Flipped teaching is a pedagogical approach to blended learning where
classroom activities and homework are interchanged. A literature survey shows that
there are synonymous terms with flipped teaching which have been used in different
studies.
Planning and responsibility are two requirements of a successful flipped classroom.
Content spread can be prevented and student implementation regarding learned activities
can be supported by the use of a flipped classroom model. In addition, all levels of
Bloom’s Taxonomy can be accomplished. The outside classroom content fits in the
lower levels of Bloom’s Taxonomy, such as understanding and remembering, and inside
classroom content fits in the higher order levels, such as creating, evaluating, analyzing
and applying.

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 It is clearly stated that students are encouraged to move out of the classroom to learn
anytime and anywhere by flipped classroom approach. The most useful study strategy
can be chosen and used by students while moving at their own pace through the
instruction. Hung (2015) demonstrated that students’ participation, satisfaction and
performance showed a positive change after taking part in this pedagogical approach. It
was expressed that the awareness of instructors who used the flipped classroom
approach has increased concerning teaching strategies. In addition, Kong (2014) stated
that teachers improve the sort of resources they have, experience reflective discussions
and share their instructional practices by using the flipped classroom model [9].
In terms of advantages, the main benefit is the development of 21st century skills
such as cooperation, creativity, problem-solving ability, independence, literacy in
information and communication technologies (ICT).
Another benefit is individual approach and feedback - the teacher can communicate
separately with each student, helping him adapt and select individual tasks
corresponding to the level of education of the student.
The following examples can also serve as advantages of conducting flipped
learning: There is an opportunity disassemble a new topic in all its subtleties and
nuances; The student assimilates the material at his own pace, can watch the video or
listen to the audio as much as he sees fit, pause for a summary or simple perception of
new information; In the classroom, time is not wasted on the presentation of new
material, which creates more opportunities for applying knowledge; Students can use
more additional sources for self-study at home: the Internet, home books, dictionaries,
etc.
In terms of drawbacks, some students are unable to learn anything without clear
directions from the teacher. This can lead to the fact that after a short time they will lag
far behind their classmates and, without additional studies, will not be able to catch up.
Another drawback is that the instructor may have to spend a lot time to prepare a
large number of training materials and work assignments with classes, which entails
high startup costs for this learning model. Converting a course from a traditional
teaching method to flipped method requires serious investment time from teachers.
Last but not least, each student has different socioeconomic background, so not all
learners have the opportunity to get an access to the internet.
In a Flipped learning, lesson can be conducted in various ways. Mostly, pre-video
lessons prepared by a teacher, also interactive collaborative discussions, digital research
and text materials can be used. Most teaching materials are presented in the form of
electronic educational resources: SCREENCAST-O-MATIC, Wizer,
Webcamscreencapture, YouTube, VideoNotes, WeVideo, LearningApps, TRIVENTY,
QUZIZZ, Kahoot, Quizlet, KhanAcademy, LearnZillion, EdPuzzle, Teachem,
GoogleDrive etc[10].
The following E-Platforms are not only video platforms, but also allow teachers to
combine several resources such as video, text, images, links, and evaluation tools:
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 Nearpod can be used in different ways to guide student learning, providing with
interaction and instant feedback. For instance, drawing on a map or diagram, answering
to a poll question, posting a note or image to a collaboration board, or taking multiple-
choice quiz.
Explain Everything is a platform that helps to enhance learning experiences and
educational practices. Even if teacher is not able to visit the classroom, Explain
Everything can serve as an assistant to deliver instructional material to learners through
pre-recorded video. In addition to this, teachers are given the opportunity to create
projects for lessons, and students are required to develop presentations and tutorials as
well. Importing videos, notes, interactive designs and drawing are considered as the
features of this platform.
Ted Ed. What makes the TED-Ed website unique and innovative is that teacher is
given the opportunity to create their own lessons based on video TED-Talks or videos
and animation from YouTube. In the process of using this educational resource, the
principle of knowledge integration is implemented, when there is a simultaneous
development of both communicative and professional-communicative, informational,
academic and social skills.
To conclude with, flipped learning can be beneficial for students as well as teachers
at certain degree, namely, watching study material at home, and allocating sufficient
time for completing exercises and assignments during the class work. Besides the
advantages of flipped classroom, it should be taken into account that the technology of
"flipped learning” requires educators to be ready to change the traditional style of
teaching, however, not all university teachers are ready to give up monologue and
mentoring in favor of partnership and tutoring.

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 In order to analyze the effectiveness of the flipped classroom, I compared a flipped
classroom with a non-flipped classroom. By comparing the two methods of teaching I
was able to find some of the effects the flipped method had on my students.
To compare the flipped with non-flipped I first gathered data from a normal non-
flipped classroom so that I would have somewhat of a baseline data with which to
compare the flipped classroom. To gather this data I started by implementing a non-
flipped normal classroom for about 4 days. These lessons were designed with normal
classroom events such as lecture, activities, and other education techniques. For
homework each night students were given practice exercises about the material covered
in class.
After implementing a non-flipped classroom for 3 days I surveyed my students. The
survey asked how long students spent on homework each night, how helpful they found
the homework to be to their learning, and how students rated the effectiveness,
difficulty, and engagement of the classroom. In this survey students had 5 possible
responses to the survey prompts: strongly agree, agree, neither, disagree, or strongly
disagree. Additionally the survey had three open response questions that let students
write any comments and put what they liked or what they would want changed about the
class.
Following the implementation of the normal non-flipped classroom I implemented the
flipped classroom for 3 days. In my flipped classroom, for homework, students were
assigned to watch 5 to 15 minute video lectures followed by a 3 to 5 question video quiz.
To find videos that would meet the needs for my lesson plans I searched on Edpuzzle
which consists of variety of videos from YouTube, Khan Academy and other resources.
I found that many Khan Academy videos were excellent and used them for 2 of my
flipped homework assignments. During class time students were engaged in discussions,
activities, problem solving, and group work.
As it was mentioned above, in order to implement the lesson in flipped classroom I
used two popular E-Platforms named Edpuzzle and Screencast-O-Matic. The former
platform had already had topics on various topics from renowned resources like
YouTube, Khan Academy and so on. Meanwhile the latter platform triggered to create a
new video for my own students.
In theoretical part a variety of effective e-platforms were suggested, in practical part I
will explain the peculiarities and main features of above- mentioned two platforms and
the way how they can be used in a productive way.
Edpuzzle is a free assessment-centered tool that allows teachers and students to create
interactive online videos by embedding either open-ended or multiple-choice questions,
audio notes, audio tracks, or comments on a video. As to my experience, I used this
platform to conduct one of my lessons on the theme “The Passive Voice” and the ready-
made video on this theme with explanation was taken from this platform itself.
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Nevertheless, in order to make the lesson more effective and productive I tried to use the
features of this app, like integrating questions or quiz during the process of watching, so
that to make the lesson more interactive and engaging. One of the benefits of this
platform is that teachers are able to cut the video if it is too long or to edit by adding
questions, teacher’s own voice recording or feedback. For instance, during my flipped
lesson video, after the explanation part of converting active into passive voice, I added
the question like “How the passive voice is formed?” or the question “What is the role
of Passive Voice in English language?”, “How the Passive Voice is formed in Present
Perfect Tense and provide an example” so that I can see which students understood the
lesson and also added notes to give more information or get students’ attention. At the
end of the video I assigned tasks and set the deadline for my students. Also, to make
students better reflect on the given topic, I have prepared the tasks on padlet, where they
can work individually as well as in group. (see application 1)
Screencast-O-Matic is the another platform that I used to flip my classroom. It is a
free online screen capture tool. This tool records a designated area of your screen as well
as audio and webcam input. You can use this tool to record narrated presentations or
demonstrations and produce the recordings as videos for your courses. Here I did not use
ready-made video from different resources, but instead I created my own one. The
theme of the topic was “Business Idioms”. I have prepared the video with lesson and
task description which is located in google classroom with diverse assignments like
expression quiz, role play and so on. All the tasks were created with the help of padlet
so that students can get instant feedback and make it available for me to check.
Having watched the video at home, these are activities that are implemented to better
reflect on the content:
1.Brainstorming
 Small groups of students engage in rudimentary brainstorming
 Each person is given the opportunity to say one word or phrase surrounding a
central concept or topic
 After that individual has contributed, the next person is given the opportunity to
add an additional word or phrase to the list
 The activity concludes after all members have participated at least once
 Each group can list four-to-six thoughts as a means of summarizing the topic
before proceeding to more in-depth activities
2.Ask your classmate
 Small groups of students engage in Q&A activity
 Each student should prepare one question related to the topic and ask his
classmate
 Having answered the question, this student asks another student
3.Presentation and feedback

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 Last but not least, students are encouraged to present their work for feedback and
suggestions from peers and teachers. The presentation can be conducted in class or
online.
After I completed teaching both the flipped and non-flipped I documented my own
personal reflections of what went well in the flipped and non-flipped classrooms. I
documented what aspects of the flipped and non-flipped classroom that I liked and
disliked and what I would keep the same or change for next time. I then compared the
survey results from the flipped and non-flipped classes and assessed how students rated
various aspects of the classroom differently.
Student Comments and Notes:
Here are a collection of the statements that students made in the class discussion at the
end of this research study.
Student comments on the benefits of the non-flipped classroom:
- More practice and confidence
- Students can check their own understanding of what they learned in class
Student comments on the benefits of flipped classroom;
- Visual. Easier for a visual person to understand
- See the whole problem worked out
- Learn for the homework not just practice
- Not as time consuming as normal homework
- Can slow things down and pause Click on other links and get help
- Introduce next topic before learning about it in class
- 2nd chance to understand things
Student comments on the weaknesses of non-flipped classroom:
- Nothing to fall back on if you don’t know what to do
- Time consuming
- Repetitive
- Unmotivated to do the homework
- Not enough time
Student comments on the weaknesses of the flipped classroom:
- Unreliable internet. Sometimes videos don’t load if internet is bad
- learning something that wasn’t taught in class bewildered some of the students
during the start of the flipped classroom
These comments give a student point of view of the flipped and non-flipped
classroom. Some key comments to note are some of the benefits and weaknesses of the
flipped classroom. Some of the benefits like being more visual for students, students
being able to work at their own pace, and learning for homework not just practicing
demonstrate that a flipped classroom can help create more differentiated homework that
will help students get more out of the time they are spending working on lesson outside
of class.

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 Conclusion

Although it is difficult to meet every particular learning style of students in the

traditional classroom, the flipped classroom pedagogical approach provides teaching that
addresses students with various styles of learning. New teaching technologies supply in-
class learning activities to take place outside of the classroom and out-of-class activities
to take place in the classroom being led by the instructor. The flipped classroom allows
the replacement of direct instruction with videos that can be accessed anytime and
anywhere by learners and also by creating a problem-based learning environment during
face-to-face teaching time.
The students in the study’s sample were found to generally appreciate the flipped
classroom. The most commonly valued reasons for this was that the students appreciated
learning through using video material, the opportunity to study in their own pace,
flexibility and mobility brought about by accessible video lectures, and that learning is
easier and more effective within the frame of the flipped classroom.
The main opportunity offered by the flipped classroom model was related to the
development of students’ deep understanding of the materials by providing them with
more control over what and how they learn. The flipped classroom was also found to
help students to transfer their knowledge between contexts, thus strengthen their
conceptual understanding. This also includes facilitating students’ acquisition of
information, ideas, and reflects upon their self-learning experiences. Despite the
opportunities provided by the flipped classroom model, several key challenges were
reported. For example, the lack of immediate feedback, course structure, length of the
video, and time required for a learner to master the learning material were commonly
reported.

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Application 1

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 References

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4. Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every
class every day. Washington, DC: Internal Society for Technology in Education.
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for-flipped-learning?articleid=14
6. Baepler, P., Walker, J., & Driessen, M. (2014). It's not about seat time: Blending,
flipping, and efficiency in active learning classrooms. Computers & Education, 78, 227-
236.
7. Wiginton, B. L. (2013). Flipped instruction: An investigation into the effect of
learning environment on student self-efficacy, learning style, and academic achievement
in an algebra I classroom.
8. Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to
creating an inclusive learning environment. The Journal of Economic Education, 31(1),
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9.https://www.sciencedirect.com/science/article/abs/pii/S0360131514001316?via
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10. http://www.businessworld.in/article/5-Must-Have-Platforms-To-Enhance-Flipped-
Learning-Approach/29-02-2020-185236/

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