Sams and
Bergmann (2011) state that through
flipped classroom models, students learn online at their own pace and
communicate with their classmates and instructors through online discussions.
Educational technology provides an opportunity for learning through activity,
which influences the learning environment. The availability of online learning
and the increasing access to technology has helped the emergence of flipped
classroom models. The benefits of this new model is that students receive
instant feedback, do not experience frustration, and can watch videos to
revisit concepts that were not previously understood. Once the students go back
to class, the teacher provides additional support on content originally taught
through online mediums.
Throughout the article, it was emphasized
how students can move away from being passive learners to actively making choices
on how to obtain and manipulate information. Flipped learning is a successful
drive to support student learning, as the teacher is no longer the sole source
of information, but rather a facilitator. The article provided a new
perspective of the multiple levels that educational technology might be able to
achieve. Also, real-world classroom results and realistic methods of
implementation were provided to spark the audience’s interest.
Compared to the conventional
classroom, flipped modes of education provide students with the technological
resources to take ownership of their learning at their own pace. Furthermore,
it increases their motivation, as they are able to manipulate a broad range of
computer software to handle more complex assignments. It was enlightening to
see how higher-order thinking skills can be easily targeted by the endless
possibilities provided through technology. No more will be the days where
students are expected to learn through cookie-cutter teaching patterns;
instead, technology targets multiple intelligence, accommodates and modifies
instruction and provides 21st Century skills.
Sams, A., & Bergmann, J. (2011).
Flipping Classrooms. Phi Delta Kappan, 93(4), 6-6.
