FLIPPED CLASSROOM LEARNING 1
The Effects of Flipped Classroom Learning
Justin Fortin
School of Education, Liberty University
Author Note
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Justin Fortin.
Email: [email protected]
FLIPPED CLASSROOM LEARNING 2
Abstract
The flipped classroom model has become increasingly useful in traditional classroom settings.
Following the COVID-9 pandemic, technology became less of a tool for education and more of
the center of education. The flipped classroom model allows educators to assign work for
students to complete outside of the classroom prior to attending an in-person session. By doing
so, the student now has the flexibility to learn on their time and with the methods they best see
fit. The educator can then focus on building on foundational knowledge in the classroom rather
than having to teach it. This allows more time for class discussions, one on one work with the
educator and enhanced practical skill practice. The flipped classroom model can be used in any
domain of teaching and learning as well as in any field of study. This method of teaching needs
to be incorporate into all education systems as a way to continuously improve the way educators
are teaching their students.
Keywords: flipped classroom, blended learning, lifelong learning, self-study
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The Effects of Flipped Classroom Learning
Many different teaching styles exist in education and new methods are being
implemented every day. This research was conducted to evaluate the efficacy of the flipped
classroom model and its implications in the classroom. Overall, the goal of different teaching
methods is to reach the minds of all students. Over time, it has been discovered that student’s
learning skills have evolved and require new models of teaching to meet the needs of the
individual learners. With this change, educators needed to adapt to new teaching styles in their
classroom, but it was not certain which teaching methods would yield the most positive response.
Rather than picking a method and beginning to use it, research has been conducted to determine
the best teaching method to reach today’s learners.
Throughout history, several teaching methods have been used to captivate the learning
audience. However, it has been seen that the flipped classroom method has been used forever.
While many people do not realize that the flipped classroom method is being used or it may be
used in part, the overall concepts of the flipped classroom have been present in all aspects of
education. At its most basic definition, flipped classroom is when a student learns material on
their own and then comes to the classroom to expand on this new knowledge and put it into
practice. At its more complex levels, flipped classroom can be a tool utilized to encourage
independent study to gain basic knowledge and skills that are enhanced and built upon in a
learning environment with an educator as a moderator to the learning experience. Cornell
University describes the flipped classroom as “the process of replacing traditional lectures with
more student-centered learning strategies” (Cornell, 2024). Ultimately, the flipped classroom
method has been used to focus on the students’ learning rather than on the method of delivery.
The flipped classroom method has the potential to bring students together in a learning
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environment conducive to new teaching styles. The flipped classroom method has positive
effects on student centered learning and will prove efficient and effective as a teaching model in
the classroom.
Historical Summary
America has seen a drastic increase in the use of technology in the classroom. Prior to the
integration of technology for all students, educators were responsible for delivering their material
to students in “traditional” teaching methods. The most common method of classroom teaching
is the synchronous lecture-based model. This model, compared to others, can give many students
information at the same time, but also has several disadvantages as well. Many will argue that
“traditional classroom lectures are not scalable, and larger classes are sometimes associated with
lower academic achievement” (Petrović & Pale, 2014, pg 144). The lower academic achievement
can be contributed to several factors. Mainly, the students’ ability to communicate with the
educator during the class time is limited if at all available. In fact, “77% of students rarely or
never use the ability to pose a question to the lecturer, and 40% of them never use the ability to
discuss lecture content with their peers during lecture breaks” (Petrović & Pale, 2014, pg 153).
Students often have difficulty in understanding topics from lectures which steers them away
from discussions due to their perceived lack of knowledge to contribute.
While lecture-based learning has been the most well known and often used teaching
model, it is still seen that other models of learning were present in the past. For example, a self-
study-based learning has traced back to the scripture of Christianity. Timothy 2:15 states, “Study
to show thyself approved unto God, a workman who needeth not to be ashamed, rightly dividing
the word of truth” (21st King James Version, 1994). Here it is seen that God encourages his
followers to study the scripture for further approval. The methods of self-studying can be tied
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into the flipped classroom model where students learn independently but come together as a
group to discuss and further evolve the knowledge they have gained.
Teaching Methods Comparison
Traditional teaching methods such as lecture-based learning and synchronous classroom
learning have advantages for some students. In the case of students with special needs, traditional
classroom learning may be more beneficial as they are present and can get assistance with their
learning as it is happening. This group may not be as successful when placed into a flipped
classroom model of learning where they are responsible to learn on their own at home. Ölmefors
& Scheffel (2021) specifically pay attention to students with neurodiversity in their study of
flipped classroom learning comparison. On of the challenges they saw was “inertia and reactions
from both the neurotypical and students with neurodiversity” (Ölmefors & Scheffel, 2021, pg
708). This challenge faced by them neurodivergent or special needs groups of students may
prove that the flipped classroom method is ineffective for all learners and must be tailored to
meet the needs of students with special accommodations. Furthermore, they conclude that while
the flipped classroom method can be implemented in high school education, this is not an easy
task and will have challenges in implementation.
To successfully say that teaching methods are working, there must be some qualitative
and quantitative data that can be derived from research. Abukari et al. states, “students taught
under the flipped classroom indicated higher appreciation for research and a more positive
attitude toward research compared to the traditional group” (Abukari et al., 2021, pg 27). They
also infer that while the flipped classroom method can help students with basic understanding of
material, there is still a gap in lowering student anxiety towards different subjects of study. To
further compare the different teaching methods that may be implored in the classroom setting,
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several factors need to be taken into consideration. It would be nearly impossible for an educator
to switch their teaching model without prior notice to the students.
Changing Students’ Perception
For successful integration of new teaching methods like the flipped classroom model,
students need to feel that they are still getting the same education as previously had. If an
educator came into a classroom one day and decided to flip their classroom without prior notice
to the students, they will most likely be met with opposition to the change. Student perception is
the ultimate driving force of changing classroom teaching. Educators can change what they want
to reach the minds of learners, but nothing will work unless the students feel they are heard and
understood prior to major change in the classroom. Prior to the implementation of the flipped
classroom model, “it is instructors’ responsibility to guide their students to proper class
preparation, so that any inefficient or unproductive learning could be averted” (Shibukawa &
Taguchi, 2019, pg. 334). Proper preparation will not only aid the learner in understanding the
methodology, but also to learn their responsibilities and objectives of using this new model of
learning. The flipped classroom model relies heavily on educator preparation of the students to
ensure a successful use of the model.
To further ease the anxiety of students, they should be reminded of the scripture and the
power that God has on their life. Philippians 4:6-7 reads, “do not be anxious about anything, but
in every situation, by prayer and petition, with thanksgiving, present your requests to God. And
the peace of God, which transcends all understanding, will guard your hearts and your minds in
Christ Jesus” (New International Version, 2011). If students can lower their anxiety toward new
experiences and learning modalities, they will be able to further accept and understand the new
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methods and feel comfortable in their use. Ultimately, for change to occur, all parties involved
need to be aware of the change and given the proper resources to succeed.
Blended Learning
Blended learning is the overarching term used to describe the use of different teaching
methods and models in the classroom. Rather than using one model like lecture or flipped
classroom, blended learning takes these ideas to another level. While blended learning can be
used independently, often it is seen to be coupled with other methods of teaching and learning to
enhance the learner’s knowledge of the subject. An example of blended learning is the flipped
classroom model. “The flipped classroom is a pedagogical model in which the instructor shares
predetermined digital resources with students through a platform outside of the classroom”
(Kilipiris et al., 2024, pg. 2). The integration of technology outside of the classroom that is then
brought into the classroom afterwards shows how traditional teaching methods are going by the
wayside to entertain the idea of new teaching models coming into play.
Bloom’s taxonomy is a common method used to evaluate the student’s knowledge base
and their ability to take learned knowledge and apply it in their field of study. The framework
created a way for educators to track their student’s progress in knowledge and at times help fill
the gaps in learning material. Bloom’s taxonomy is broken into six levels that compound on each
other for ultimate understanding of a subject. Originally created in 1956, Bloom’s taxonomy has
undergone several revisions to where it currently is. The six categories from least to greatest
amounts of ability are remember, understand, apply, analyze, evaluate, and create. At the most
basic form of understanding, students can remember material and “recall facts and basic
concepts” (Armstrong, 2010). At the highest level of learning, students are able to create or
“produce new or original work” (Armstrong, 2011). Through this methodology, educators are
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now able to separate students into groups based on knowledge of the content material. By doing
so, educators can focus more attention on students who are falling behind and push students who
are excelling to do even more. Educators are “not treating students as a single entity but
distinguishing them into separate personalities, which provides a major personalized teaching
service in education that demonstrates respect of their human multiplicity and ends up
stimulating and raising students’ interest” (Kilipiris et al., 2024, pg. 14). Bloom’s taxonomy has
helped educators tailor their teaching styles to meet the needs of all students.
Kilipiris et al. (2024) also researched the correlation between flipped classroom learning
and student personality as well as the correlation of metaverse classroom learning and student
personality. Through their research the authors supported both hypotheses. In terms of the
correlation of flipped classroom and learner personality, students focused on educational tools
and methods as well as skills and self-improvement. They also found that students had a focus on
resources and access to learning, but also depended on the professor for further information
(Kilipiris et al., 2024, pg. 13). Interestingly, the authors felt that their hypothesis of flipped
classroom learning was supported even though they found that students still needed that
instructor interaction. Likely, the need for instructor access leads to the ability of the instructor to
work more closely with each individual student due to more class time to focus on the
individuals rather than large groups of students. The same subjects were supported when
examining the relation between metaverse classroom tools and student personality. Supporting
the idea that a blended learning environment in the classroom is necessary for student success.
Overall, the flipped classroom style has proven effective in increasing student acceptance of
different learning modalities.
Current Issue
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Currently, America still struggles with meeting the needs of the individual student. While
the COVID-19 pandemic did not help in improving student outcomes, it enlightened educators to
the needs of the students. Unfortunately, when progress was being made toward student centered
learning environments, the education systems around the world were forced into distance
learning without preparation for the students or educators. This caused several educational
deficiencies and for students to continue to progress through school, the expectation of student
knowledge growth dropped tremendously. Many education systems went from grade
requirements for passing classes to a simple pass/fail criteria. This lowered the expectations of
our students and ultimately caused education systems to pass students who may not have met
previous knowledge goals. The problem lies within the current state of education where we are
no longer in the pandemic, but systems have not reverted to the old grading ways. Instead, our
students are held to a lower standard which in return will cause a less knowledgeable workforce
after graduation.
One-way educators were able to combat the lack of student knowledge was by
implementing distance learning, blended learning and flipped classroom learning. It was
expected that educators would adapt to an online learning style rapidly and that students would
partake without any issues. This was not the case and instead our students struggled through
school during the pandemic and came back to school with severe knowledge gaps. In a way, this
was a positive for educators as they were able to start from scratch when returning from the
pandemic. Educators could roll out new curriculum and teaching models that students may not
have been used to in the past. Unfortunately, the opportunity to do this was missed as many
educators did not have the support of the school systems and students did not have support from
the educators. Overall, the education systems had the chance to change traditional teaching
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models but were not given the proper resources to do so ending in reverting back to traditional
models with no enhancements.
Healthcare Education
Healthcare education was one of the biggest areas of study to be impacted by the
pandemic, but due to their integration of blended learning prior to the pandemic, they were able
to continue post pandemic with improvements to the teaching styles being used. Healthcare
education relies heavily on hands on skills and practical education to prepare students for the
world of work. While certain topics require traditional learning, most of the topics learned in
healthcare education can be adapted to utilize the flipped classroom model. “The main goal of
flipped classroom is promotion of active learning by engaging students in activities involving
higher levels of learning and thinking” (Choi et al., 2021, pg. 7). According to Bloom’s
taxonomy, the flipped classroom approach in healthcare education looks to meet the criteria of
evaluate and create. Students can learn complex material in their own time to prepare for
classroom time where practical practice will take place.
The flipped classroom model promotes a student-centered learning environment where
students “control” their learning. If one student is falling behind on material, they could go back
and rewatch videos, complete online lessons and participate in class discussions. Whereas the
student who is excelling in the material can come into the classroom to apply what they have
learned and achieve higher levels of education. In the end, both students, the deficient and
excelled, will meet the educational goals of the program, but may get there at different times.
Skill development through the flipped classroom method allows students to “develop skills
beyond mere content acquisition, such as collaboration, application of theory to real-life clinical
scenarios, ensuring learning responsibility, and preparation for lifelong learning” (Choi et al.,
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2021, pg. 7). With the abilities that the flipped classroom promotes, education systems will have
the ability to transition away from pandemic standards to enhanced skill and knowledge level
standards.
Another research article shows that “several studies have shown positive effects of
flipped classroom learning on cognitive and psychomotor skill acquisition” (Ohlenburg et al.,
2024, pg. 2). While there are limitations to the flipped classroom model, teaching standards are
not concrete but instead viewed as a fluid process where changes should be made to meet the
needs of the individual learner. The ability to gain a basic understanding from pre-course work
allows students to enjoy their time in the classroom, resulting in higher attendance rates and
student satisfaction. The American Heart Association has adopted the pre-course study as a
method utilized for teaching advanced level provider courses. Their goal is like the traditional
education system where they focus on the individual student rather than meeting the needs of the
masses. The AHA believes in benefits of elearning because “Students are able to complete online
training at their own pace, while companies and healthcare organizations can overcome obstacles
such as scheduling, reaching remote employees and diverse learning styles” (American Heart
Association, 2024). Not only does the AHA recognize the need for student adapted learning but
also ease of education for institutions to reach the students they are trying to educate. Together
the ideas of flipped classroom learning with elearning are proven to show increased outcomes
with student success.
After conducting their research, Ohlenburg et al. (2024) concluded that “as hypothesized,
our data indicate that flipped classroom learning can improve team performance, supported by a
significant and large effect size increase in global rating score and combined overall performance
score” (pg. 10). A multifaceted approach to the investigation of learning models ultimately helps
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educators understand the potential advantages and disadvantages of traditional education and
flipped classroom education.
Nontraditional Teaching Methods
It is important to recognize that “it is not possible for instructors to offer a tailor-made
course for each learner in a classroom, many authors and researchers have made major efforts to
determine a unique teaching method that would be effective for different types of learners”
(Safapour et al., 2019, pg. 1). The ability for an educator to understand that their role is not to
cater to the individual but promote a student-centered learning environment is challenging but
not impossible. Educators need not view their classroom as a one size fits all, but an environment
where students feel comfortable sharing their own learning styles to which the educator can
adapt their teaching to. By learning what each student needs to be successful in the classroom,
the educator can feel more comfortable adopting nontraditional teaching methods for learning.
Many times, educators do not stray from what they know works. For example, if an educator has
been using lecture-based teaching for their entire time as an educator, it may be challenging to
switch teaching styles. However, if the educator can feel comfortable in the students’ abilities to
comprehend the information through other delivery methods, they may feel more inclined to try
new things.
A fair comparison of two classes of learning is described as learning to know and
learning to do. “Learning to know is gaining knowledge through stories, lectures, music, and
other sources, but learning to do means learning by doing, such as practicing or experimenting
by playing games” (Safapour et al., 2019, pg. 3). Gamification teaching is one way that educators
can promote learning to do. Gamification is the use of games, competition and outside the box
thinking to enhance the education of learners in the classroom. There are countless ways in
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which gamification can be integrated into the classroom, but if the goal of learning through fun
and innovative ways remains the focus, this method along with flipped classroom can prove
effective in the classroom. In the context of games to promote competition, scoring, and
leaderboards will encourage students to try harder to attain the top spots. Especially when
students are playing for a reward, the ability to adopt a gamification system learning in the
classroom is viewed as an acceptable way to encourage teamwork and communication. While we
try to promote a fun learning environment using gamification, “to obtain the optimum results, the
games must be carefully designed to enhance interaction and active participation, rather than
merely providing entertainment” (Safapour et al., 2019, pg.3). By including all outcomes of the
gamification process, justification for this style of learning is achieved.
Problem-based learning and the use of case studies in the classroom also plays a role in
the blended learning and flipped classroom model. To enhance the student’s critical thinking and
problem-solving skills, case study review allows the student to make their own choices and then
see the actual result in the end. The St. Vincent’s Medical Center Paramedic Program utilizes
problem-based learning through high fidelity simulation. Students are given a real case scenario
and are expected to go through the entire scenario while working on a high-fidelity manikin. By
doing so, the educator can change certain characteristics of the scenario based on the students’
actions. For instance, if a student were to give an incorrect medication that may drop the
patient’s blood pressure, the educator can mimic that response through the manikin. This allows
the student to recognize they made a mistake but also gives them a chance to try to fix the
problem. For problem-based learning and case study analysis to be effective in the classroom, a
debriefing following the scenario must take place. The debriefing session allows the group to
talk through treatment modalities and justify their actions while allowing others to ask questions
FLIPPED CLASSROOM LEARNING 14
and overall heighten the extent of learning that is taking place. Research around problem-based
learning shows “approximately 70% of learners asked to include this method in other
curriculums, and roughly 90% said that they attained useful knowledge from this curriculum”
(Safapour et al., 2019, pg. 4).
Application
“In the flipped classroom method, which is based on constructivism, learners are always
actively involved in the classroom through activities, exercises, and discussions” (Lepkova et al.,
2024, pg. 160). This extends from the classroom to the outside world where students can be
active in learning every day. The application of the flipped classroom model has some
disadvantages that are greatly outweighed by the advantages it can provide. Creating a student-
centered environment with access to in-class resources outside the classroom allows learners to
take advantage of their learning and have control over the pace at which they learn best. By
doing so, learners feel more empowered to learn in ways they feel most fit. Ultimately educators
agree that “teaching with the flipped classroom method is student-centered, which makes
learning effective and sustainable, freeing it from monotony, and facilitates understanding”
(Lepkova et al., 2024, pg. 160).
As mentioned previously, there are minor disadvantages to switching to the flipped
classroom model. While they are disadvantages, they rarely affect the student and mostly affect
the institution. When flipped classroom learning is adopted into a school system, several changes
need to be made to the infrastructure and online databases the school uses. The education system
needs to be aware of certain restrictions on the current system and implement mitigation plans to
fix these problems. Some of these challenges include student access to computers and internet,
online platforms capable of delivering online content and in class integration of technology
FLIPPED CLASSROOM LEARNING 15
assistive devices to enhance student learning. Without the necessary equipment and availability
to students, the flipped classroom and blended learning styles will not be able to take place.
Current research “emphasizes that in order to implement this method, the difficulties experienced
by students in accessing technology should be eliminated and technological deficiencies should
be completed” (Lepkova et al., 2024, pg. 161). This falls on the educational system to improve
their technology systems and ability to assist students who are having technical difficulties.
The goal of the education system is not only to provide students with information while
in the classroom or in their school years. It is also pertinent that educators foster an environment
conducive to lifelong learning. This challenge has been faced for centuries as students will
complete school and begin to work but never follow up on new research and methodologies to
help in the evolving world. Educators have focused on material needed to pass exams rather than
teaching material pertinent to becoming a successful member of society. Lifelong learning is a
concept often overlooked but critical to our growing workforce. In healthcare education, there
are changes being made daily to practice. If lifelong learning does not occur, members of the
workforce will be practicing outdated skills which may result in improper care of patients. Like
lifelong learning, reflective learning allows a learner to look back at what they know and adapt to
the changing environment they are in. These methods and principles should be taught to all
learners at a young age to ensure they understand that learning is a continuous process and does
not end when they graduate from school.
Biblical Integration
Even in religious education, there is a push for education outside of the traditional
classroom or group learning settings. Pastor Todd Goulet preaches a specific path for his
congregation. He believes that followers are meant to do two things in life and should live by
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these principles. Glorify God and make disciples. “Therefore, go and make disciples of all
nations, baptizing them in the name of the Father and of the Son and of the Holy Spirit” (New
International Version, 2011, Matthew 28:19). Scripture leads readers to understand that
discipleship affects four domains of learning. These domains include behavioral, affective,
cognitive and relational. Spencer (2020) states, “being a disciple is about more than being a
student who learns certain doctrines with their mind, or a worker who learns to perform certain
tasks with their body, or even a friend who learns to express affection with their heart” (pg. 101).
To further define discipleship, the C.S. Lewis Institute (2024) states, “a disciple is someone who
has believed the message of the gospel, responded to the call of God in repentant faith, been
baptized, and through the power of the Holy Spirit, is seeking to understand and obey all that
Jesus taught his first disciples”. The same theme is seen throughout that disciples must continue
to read, study and understand the message of God. Going back to Bloom’s taxonomy, the second
level is understanding, but discipleship proves more than a simple understanding. Instead, it
begins with understanding and evolves to application and evaluation of oneself.
When examining the role of religion in public education, “the approach to teaching
religious education explored here may be more able to bring something restorative to education
in the public sphere as a whole” (Hannam, 2024, pg. 254). Teaching Christianity in all aspects of
education, no matter the subject matter, is crucial for developing necessary life skills.
Understanding the meaning of Christianity and its purpose in life will allow students to resonate
with different beliefs and understandings to promote lifelong learning. Rather than viewing
lifelong learning to enhance the field of study someone works in, lifelong learning applies to
personal, professional and spiritual learning to create members of society that are comfortable in
their journey.
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Christian education takes another look at the flipped classroom style and how it can be
implemented into the continuous learning of followers. A major push for several Christian
denominations has been to get away from only learning at church on Sundays. Instead, they have
been always moving toward learning and reflection and discussion to take place during church.
In fact, by using the flipped model, “learning is seen as taking place primarily in the local
communities and local groups and churches of the diocese and district, with the college or
seminary becoming the place where this learning is shared, critically reflected upon and
enhanced, drawing on and then feeding back into what takes place outside” (Spencer, 2020, pg.
109). Similar to the principle of subsidiary, Christian education has moved away from
centralized control to more local levels of educational control to empower the local levels of
seminary to take ownership of their disciples’ education.
Conclusion
Introducing new teaching models to the classroom is imperative as our nation and our
world continues to evolve. With the integration of technology and blended learning in the
classroom, students are more involved and interested in learning. New methods have taken away
the stress and anxiety of traditional classroom methods. Rather than a student having to worry
about writing down everything an educator says during a lecture, they can slow down videos or
go back and rewatch them to ensure they did not miss any important details. Even in Christian
education, there as been a push for self-study and small group learning outside of the classroom
setting. Overall, the goal of the flipped classroom model is to create a student-centered learning
environment where students feel they can have a closer connection to the educator. This allows
students to feel comfortable and accepted into a classroom where others may be further ahead.
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The flipped classroom model needs to be implemented into every classroom to create an
environment where students want to come to school and want to continue to learn.
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