International Journal for Multidisciplinary Research (IJFMR)

E-ISSN: 2582-2160 ● Website: www.ijfmr.com ● Email: [email protected]

Flipped Learning Approach for Effective

Learning
Ms. Aruna S.H1, Dr. Gopal. N2
1
Research Scholar, Department of Studies in Education, Vijayanagara Srikrishnadevaraya University,
Ballari. 583105, Karnataka.
2
Assistant Professor, Department of Studies in Education, Vijayanagara Srikrishnadevaraya University,
Ballari. 583105, Karnataka.

ABSTRACT:
As the society needs increasing, educational needs and learners’ needs are also increasing. learning
consequences and learning styles are changing day to day in that, technology tool for learning is flipped
learning approach is one, the teachers inverting the teaching structure as ‘school work at home and home
work at school’. The learners participate in-class activities and out of class activities for effective learning
then more opportunities are given to students to learn in flexible environment with their own pace. For
involvement of student in content, before a day teacher sending concept through electronic media and then
next day the observed, perceived concepts are revised and practiced in classroom after this teacher
assigning home work to students in the classroom to know the effectiveness of their teaching. This process
leads the positive impact on learner and the achievement in the subjects will be increasing by instructional
approach and the learning will be permanent. Through flipped learning approach learner can get equal
learning opportunity, develop self-confidence, improvement in achievement, and updating convergent and
divergent thinking in cognitive domain, learning attitude towards learning. Flipped learning nurtures the
multi-dimensional thinking towards problem solving ability in education and life tasks. Flipped learning
also bring changes in teachers teaching confidence level and enthusiasm in engaging more in class.

Teacher teaching styles, methods, and evaluation techniques are increasingly varying as the learner
learning needs. Then pupil challenges, teacher challenges and concept operational challenges are more,
for to manage these the theoretical and empirical research findings in education technology particularly in
flipped learning approach in in the present 21st century educational settings.

Key words: Learner, Effective Learning, Flipped learning approach.

INTRODUCTION.
Nowadays in the society individual’s existing style is fluctuating in food, dress, habitats, attitudes
and culture etc., as the society varying in all fields. The education field also changing learner, teacher,
curriculum, administration and management everything is changing because impact of science and
technology. Then learner is not completely involving in the learning process because of the busy schedule
in domestic or the school timings, learner not cognizant of the content, struggling more to appear and sit
in the class with attention, obstacles like reckless teaching, language barrier or the varied teaching methods
in perceiving the concept so learner not solely finish homework in the home because of all the barriers.

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 International Journal for Multidisciplinary Research (IJFMR)
E-ISSN: 2582-2160 ● Website: www.ijfmr.com ● Email: [email protected]

Basically, learners learning attitude is grounded on teacher teaching competency, efficiency and
applying advanced strategies in teaching concepts because learner needs much novelty in teaching so, as
to make fruit full learning every teacher must occupy advanced teaching methods. Through, the research
advanced teaching methods, approaches are launching day to day in those approaches flipped learning
approach is also one. flipped learning approach appears as technology based online learning approach,
but it is the combination of both the online learning and conventional learning.

In the conventional learning the learning process carried out with in the four walls and learner
sitting in front of the teacher. Pupils are passive listeners and involvement is seen in some curricular
activities conducting by teacher, both the teacher and pupil physical presence seen, but in the online
learning teacher educating pupil by utilizing online medias like google classroom, zoom app etc. the
discussions carrying only in online platforms then learners are virtually involving in the learning process
the interaction between the pupil teacher is not clearly noticeable because of technical barriers in the
online classes.

In the flipped learning before one day the teacher sending the content to pupil’s [outside the
classroom] home through the electronic media. while observing the content in their home unaware
concepts, doubts may arise, these doubts and conceptual awareness will be clarifying in the classroom.
The homework is done at the classroom by peer interactions, collaborative learning activities, in the
presence of teacher. So, both the e-learning and conventional learning process uniting together a flipped
learning approach. Upside down the traditional learning called flipped learning.

In other words, learning attained through videos and supporting materials provided before classes
is supported with activities designed to enhance comprehension, practice, analysis, evaluation, and
creation processes in the classroom (Cheng, Ritzhaupt, and Antonenko, 2019).

CONCEPT OF FLIPPED LEARNING APPROACH IN TEACHING LEARNING PROCESS.

Effective learning:
The term 'effective learning' describes methods of teaching and learning that actively involve
children in their own learning and personal development.
The three basic types of learning styles are visual, auditory, and kinesthetic. To learn, we depend
on our senses to process the information around us. Most people tend to use one of their senses more than

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 International Journal for Multidisciplinary Research (IJFMR)
E-ISSN: 2582-2160 ● Website: www.ijfmr.com ● Email: [email protected]

the others. The term “effective” has been widely used, it only makes sense when context and goals are
specified.

Learner characteristics for effective learning:

The definition of effective learning suggests that the effective learner: Is active and Strategic,
skilled in cooperation, dialogue and creating knowledge with others, able to develop goals and plans,
monitors her/his own learning and is versatile across contexts.

Teacher using flipped approach for effective teaching:

Flippe learning approach is most frequently used in science and mathematics classroom because
of the close relationship between STEM subjects. Technology allows teachers to make the most of
classroom time and student-motivated learning. Currently high schools and institutions of higher
education are leading the charge in adopting the flipped learning approach. Lecturing in home work and
homework in class. Class time is spent doing hands-on work and thinking critically, teachers can easily
plug knowledge gap and work to address them in real time rather than waiting until test day to see how
much a student understands.

Learner:
Learner is the person who receive the knowledge from the teacher, elders, parents and society.
learner should have freedom to learn in their own space. trend of educating pupil is moving from
conventional to experiential learning, inquiry-based learning, and activity-based learning. Then teacher
centered education gradually modifying as learner centered education so that learner is the key point in
the education. many researchers are assured that the learning is effective only when the learner is
voluntarily involving in the process of learning. So, the main objective of education is to ensure the learner
for life long stability.
There are mainly four types of learning they are auditive learning, visual learning, haptic learning
and intellect learning. “By listening and speaking”, visual learning “through the eyes, by watching”, “by
touching and feeling”, learning through the intellect.

Flipped learning approach:

The name ‘flip’ means ‘Invert’. the learning style is inverted means class is done at the home and
home work is doing at class room. Teacher sending the concepts through the videos, screen casts, podcasts,
power point presentations and text documents. etc. then pupil doing homework in the class room by
discussing with their peer friends. Teacher can clarify the concept doubts by doing practical activity
experimentation and conducting debuts, quiz, etc., here the ‘teacher not as a sage on the stage’ but ‘act
as a guide on the side of the learner’.
Flipped learning is “a pedagogical approach in which direct instruction which moves from the
group learning space to the individual learning space and the resulting group space is transformed into
dynamic. Interactive learning environment where the educator guides students as they apply concepts and
engage creatively in the subject matter.”
Flipped learning is a pupil centered learning approach consisting of two parts; pupil doing
interactive learning activities during the class tenure and individually listen the class out of the class time.

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 International Journal for Multidisciplinary Research (IJFMR)
E-ISSN: 2582-2160 ● Website: www.ijfmr.com ● Email: [email protected]

the pupil will perceive the concepts independently and analyses the difficult words by exploring in the
classroom activities.
It is defined as “School work at home and home work at school.”
Mull [2012] defined “It is a model that provides students to prepare themselves by watching videos,
listening podcasts and by reading text documents.”
Kari M. Arfsrom [2014] defined “a pedagogical approach in which direct instructions 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.”
Flipped Learning Pillers:
The Flipped learning distinguishes a flipped classroom. these terms are not interchangeable.
flipping a class can, but does not necessarily, lead to flipped learning. countless teachers may already flip
their classes by having students read text outside of class, watch supplemental videos, or solve additional
problems, but to engage in flipped learning, teachers must incorporate the following four pillars into their
practice.
FLIP means.
• F - Flexible Environment.
• L - Learning Culture.
• I - Intentional Learning.
• P - Professional Educator.

Flexible environment:
Flipped learning allows for a variety of learning modes educators often substantially rearrange
their learning spaces to accommodate a lesson or unit, to support either group work or independent
learning. pupil create flexible spaces in which students choose when and where they learn. Furthermore,
educators who flip their classes are flexible in their expectations of student timelines for learning and in
their assessments of student learning.

Learning Culture:

In the traditional teacher-centered model, the teacher is the primary source of information. by
contrast, the flipped learning model deliberately shifts instruction to a learner-centered approach, where
in-class time is dedicated to exploring topics in greater depth and creating rich learning opportunities as a
result, students are actively involved in knowledge construction as they participate in and evaluate their
learning in a manner that is personally meaningful.

Intentional learning:
Flipped learning educators continually think about how they can use the flipped learning model to
help students develop conceptual understanding, as well as procedural fluency. They determine what they
need to teach and what materials students should explore on their own. educators use Intentional content
to maximize classroom time in order to adopt methods of student-centered, active learning strategies,
depending on grade level and subject matter.

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 International Journal for Multidisciplinary Research (IJFMR)
E-ISSN: 2582-2160 ● Website: www.ijfmr.com ● Email: [email protected]

Professional educator:
The role of a professional educator is even more important, and often more demanding, in a flipped
classroom than in a traditional one during class time, they continually observe their students, providing
them with feedback relevant in the moment, and assessing their work. Professional educators are reflective
in their practice, connect with each other to improve their instruction, accept constructive criticism, and
tolerate controlled confusion in their classrooms. while professional educators take on less visibly
prominent roles in a flipped classroom, they remain the essential ingredient that enables flipped learning
to occur.

NEED AND IMPORTANCE TO FLIP THE CONTENT:

The flipped learning approach is now evidently need for effective teaching learning process. the
learner could not be an audient should explore the knowledge progressively in the context of education.
Pupil while receiving the classes through media they adjust the space of his/her convenient, then in
between the class frequently can able to listen, observe the class by pausing, rewinding and continuing
the class. so, that pupil can be able to receive the content effectively.
➢ Pupil can be effectively communicating the ideas and exploring their knowledge in classroom.
➢ Pupil aware and adopt the technology skills in their pedagogy and bring positive change.
➢ Pupil out-of-class engaging in observing and listening reading the class content and in-class engaging
themselves in participative and experiential activities so that the learning can be permanent in the mind
of the learner.
➢ Pupil can freely communicate with the teacher about the classes then teacher can channelize the pupil
to grasp the content repeatedly so that the bonding between pupil teacher will be strong.
➢ Collaborative works, peer discussions, self-efficacy, experiential learning, leadership qualities,
systematic study and healthy environment are developed in the mind of the pupil.
➢ Another important need of flipped learning is students are able to learn deeply and retain material in
better way.
➢ Flipped learning approach is mainly based on the five themes.
Flipped learning approach five important themes are:
1. Self-pace learning.
2. Increase in student performance
3. Positive influence on cognitive domain
4. Positive influence on affective domain
5. Positive influence on soft skills.

TIME LINE AND SEQUENCE OF EXISTENCE OF FLIPPED LEARNING:

Many researchers assured that flipped learning is very effective in developing the outcomes of
learning. Assessments and response or adjustments individually to every learner in-class generate
increasing of the understanding of concepts (Bergmann and Sams, 2012 a).
Integrating the pre-class and in-class compel the students to have more responsibilities and
obligations so that learners participate the class more enthusiastically and the outcomes can be increased
along with self-efficacy (Namik, Boae, and Jeong-Ime, 2014). Doing assignments in class gives educators
better insight into learner difficulties and learning styles (Fulton, 2012).

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 International Journal for Multidisciplinary Research (IJFMR)
E-ISSN: 2582-2160 ● Website: www.ijfmr.com ● Email: [email protected]

STEPS FOR FLIPPING THE CONTENT:

The main objective of learning is, the learning could be permanent and the learner should be aware
and to generalize the concept. so, as to make the education system strategies and teacher efficiency is
important. apart from this the goal of flipping class is to make practice more pupil centered pedagogy
there by engaging learner in active learning experiences the following steps are important.
1. Define the content scope, learning objectives and instructional strategies.
2. Students gain familiarity with new material before class.
3. Activities and motivate pupils to prepare them for class.
4. In-class activities that provide students opportunities to deepen understanding.
5. Post class activities that extend student learning
6. Ongoing evaluation and assessment.
7.
1. Define the content scope, learning objectives and instructional strategies:
The teacher can only get success in doing the class is because of planning, before and after the
class. The teacher has to plan that what content should be do, which objectives should achieve after the
class, and what are the instructional strategies (Technology) are suitable for to teach the content, in how
much time the pupil will perceive the knowledge, what time should be limit to taught the class, etc., these
are all the points must be fulfill by the teacher before doing the class then only class will be fruitful.

2. Students gain familiarity with the new material before class:

After planning to do the class the teacher sending the content or material to the pupil through the
electronic media before one day to the class.so that the pupil gain familiarity with new concept or material
before the class. The pupil can be able to perceive the content and analyzing that in their own pace called
self-learning. teacher is instructing the pupil parallelly in the content.so that pupil can gain the knowledge
before going to the class.
➢ Media examples are master’ video, power point presentation, concept map, self -created videos,
Infographic template, curated material, audacity, 3D animation videos, text documents screencasts
and online multimedia modules etc.,
➢ Electronic media platforms to send the material are wats app, face book, instagram, teacher use the
Edmodo, Khan academy, Flipgrid, Formative and Kampster etc.,
Mainly the teacher must aware about the abovementioned medias and the media platforms to use
and also how these are best to use in the creation of content. Then the teacher should know will my
students be able to process this content format in this format effectively.

3. Activities and motivate pupils to prepare them for class:

When the pupil familiarizes themselves with the content prior to class, next day when they enter
to the classroom, they engage in the activities which are all preplanned by teacher to pupils related to the
concept. by providing clear directions to the pupil and access to the material what the pupil needs in- class
activity. main thing is the teacher must have the time maintenance knowledge for in class activities. so,
that the teacher and pupil can completely involving in the in-class activities.

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4. In-Class activities that provide students opportunities to deepen understanding:

The teacher provides the opportunities to all the students to participate and can gain deepen
knowledge in the concept by conducting activities in a pre-planned systematic method. Every student is
collaborating with other one and mutual understanding by discussion in concepts will be increasing.

Flipped learning approach In-classroom activities.

▪ Meaning Making Activity
▪ Practical Activities.
▪ Live Experiment in Classroom
▪ Think -Pair-Share Activity.
▪ Step Ladder Technique
▪ Brain Writing Activity.
▪ Star Bursting Technique
▪ Rapid Ideation Technique
▪ Peer-to-Peer-Teaching.
▪ Explaining Activity. Etc.,
The teacher should keep in mind that the above-mentioned activities are to motivate, build
confidence and to increase the intelligence quotient [IQ] level, teacher conducting activities. the teacher’s
curiosity, creativity and intelligence are important with this when the pupil is having the doubts or some
students are not aware about the sent material to their home, only in that situation the teacher can do all
the activities, conduct the live experiments. other than this no need of conducting activities.

5. Post class activities that extend student learning:

After the in-class activities also if pupils are having interest and curiosity in understanding the
concept teacher can provide the facilities to interact themselves and to per to peer discussion chances in
the classroom. Teacher can extend the learning duration and practicing period in the classroom. this stage
leads the pupil to revise their thinking to really master the material and be successful.

6. Ongoing evaluation and assessment.

We already know that in flipped learning the home work is done in classroom and class work in
home so that teacher while planning for the class, parallelly planning to evaluate the students. Home work
is done by discussion and with teacher assistance in classroom.
Flipped learning approach evaluation techniques.
▪ Worksheets
▪ Boosting Cards
▪ Peer Evaluation Questions
▪ Open Book Test
▪ Open Ended Questions
▪ Passage Writing by analyzing Concept Map
▪ Google Form
▪ Effective Narrating, and Concept Elaboration
▪ Hot Potato Chips activities. Etc.,
Ensure that all the six of these steps are closely and they support the learning goals and objectives.

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 International Journal for Multidisciplinary Research (IJFMR)
E-ISSN: 2582-2160 ● Website: www.ijfmr.com ● Email: [email protected]

PROS AND CONS IN FLIPPED LEARNING:

In every concept there exists advantages and dis advantages. In flipped learning also pros and cons are
listed below:

Pro’s:
➢ Pupil utilizes quality time at school and Home.
➢ More effective pedagogy to learn effectively.
➢ Access easier for parents to see what’s going on in their child learning.
➢ Flipping allows students to learn at their own pace called self-paced learning.
➢ Flipped content can be richer through curation and continuous improvement, self-Empowerment.
➢ A flipped classroom promotes student-centered learning and collaboration and connectivity between
the pupil.
➢ Flipped learning is customized, active, and engaging.
➢ Flipped lecture videos help student review and glance for exams.

Cons:
➢ A flipped classroom can require more preparation time
➢ Flipping the classroom assumes that students will complete the out-of-class preparation.
➢ It can create or exacerbate a digital divide.
➢ It relies on preparation and trust.
➢ There is significant work on the front-end.
➢ Not naturally a test-prep form of learning.
➢ Instead of people and places is increased.
➢ Some students with special needs may need extra support at home support that might not always be
available

Conclusion:
After understanding the points discussed above, we can conclude that the main theme behind this
flipped classroom is pupil may learn a lot in a flipped learning than the traditional learning. It is by
observing, listening and perception of concepts is very more effective. mainly the home work is doing in
the presence of teacher there we can avoid coping and rote method understanding.
So that the pupil and teacher can build higher level skills. develops psychological key concepts
like, motivation interest and curiosity towards learning. The teacher can able to prepare the models,
teaching aids and course materials better, and helps to develop valuable life skills like leadership problem
solving and critical thinking in students.
Apart from these issues the flipped learning is more effective because of hands on approach to improving
student achievement in their education ladder.

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 International Journal for Multidisciplinary Research (IJFMR)
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References:
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