A flipped classroom (sometimes referred to as an inverted classroom) flips the traditional structure of a classroom. In a typical traditional classroom students listen to lectures in class and perform other learning activities, such as solving practice problems, after class. In a traditional class students are taught content via lectures and develop knowledge outside of class through various forms of homework. In a typical flipped classroom, students listen to pre-recorded video lectures before class and perform other learning activities in class.
While a number of terms are used to describe these alternative learning environments (e.g., blended and hybrid) they are used inconsistently in the literature. For the purpose of this guide, a flipped class is defined as having instructional guidance delivered through both an instructor and supporting technology, and where knowledge is acquired through both information transmission and praxis (learning). A flipped classroom fits this criteria because content is delivered (information transmission) through a computer and praxis is achieved through in-class activities with an instructor.
Other types of instruction are also effective, such problem-based learning (PBL), where students acquire knowledge through practicing problems solved in class with an instructor. However, it is not a flipped class as it does not necessarily include the information transmission component. Another example would be a class in which students read assigned journal articles before class and then discuss them in class. This also is also not a flipped class because students are not receiving the primarily instructional guidance on the readings outside of classroom context.
C21U’s Guide to Flipping Your Classroom
C21U has developed a handbook for instructors interested in the flipped classroom approach: C21U’s Guide to Flipping Your Classroom. The guide is a compilation of information designed to give instructors relevant information about flipped classrooms as well as discussing the pros and cons of flipping a class. It provides information on designing a flipped class and describes what has and has not been successful in the past. The guide also helps instructors evaluate their flipped class, and and determine if it is more effective than the traditional approach.
C21U Flipped Classroom Forum
To contact other Georgia Tech instructors who are interested in flipped classrooms or to ask questions and make comments about this guide, please visit the http://c21u.gatech.edu/forum. [registration required]
Hybrid, Blended, Flipped, and Inverted: Defining Terms in a Two Dimensional Taxonomy
Margulieux, L. E., Bujak, K. R., McCracken, W. M., and Majerich, D. M. (2014, January). Hybrid, Blended, Flipped, and Inverted: Defining Terms in a Two Dimensional Taxonomy. Presentation to the 12th Annual Hawaii International Conference on Education, Honolulu, HI, January 5-9.