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The Flipped Classroom: Does it really work?

Poster 18

5/21/24, 9:30 PM

Although the flipped classroom isn’t new, education experts are still studying its effect on student learning outcomes. Let's see the pros and cons!

Samanthi Kottegoda

Texas Woman's University


Flipped Classroom,
Bloom's Taxonomy,
Student-Centered Learning

The flipped learning approach focuses on student-centered learning. It inverts the focus in terms of Bloom's taxonomy, so that the bottom parts of Bloom are reserved for student self-instruction (“remember” and “understand”), and class time is focused on the upper parts of the taxonomy. This frees up much-valued instructional time during class to practice mid-level cognitive skills (“apply” and “analyze”) and benefit from social learning with the support of the instructor and peers. Students are then able to employ more complex, higher-level cognitive skills (“evaluate” and “create”) in after-class assignments. But does it really work?

Hear it from the author:

The Flipped Classroom: Does it really work?


Hello, my name is Samanthi Kottegoda, and my poster is about Flipped learning: What is it, and when is
it effective? A flipped classroom is structured around the idea that lecture or direct instruction is not the
best use of class time. Instead, students encounter information before class, freeing class time for
activities that involve higher-order thinking. In other words, students learn new course material at home
and do their “homework” in class.
This method has become more and more popular over the years since it was first introduced by 2 high
school teachers in 2007. Why has it become so popular? Well, there are many reasons. Just to name a
few…..In Flipped Learning, students take control and have deeper engagement in the learning process,
they get more feedback and one-on-one time with the instructor, also, they are involved in collaborative
learning & teamwork. However, it can be difficult to flip a classroom when there are different levels of understanding in the class. Because this method relies heavily on trust and student self-motivation.
There are some other challenges too. I would like to talk more about this at the conference. See you
Thank you!

Jensen, J.L., Kummer, T.A., & Godoy, P.D.M. (2015). Improvements from flipped classroom may simply be the fruits of active learning. Life Sciences Education, 14, 1-12. 

Kovach, J.V. (2014). Leadership in the “classroom.” The Journal for Quality & Participation, 39-40. Moffett, J. (2015). Twelve tips for “flipping” the classroom. Medical teacher. 37(4), 331-336. 

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), 30-43.

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