Flipped classroom: Difference between revisions

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A '''"Flippedflipped classroom"''' is an instructional strategy and a type of [[blended learning]]. focusedIt onaims to increase student engagement and active learning, givingby thehaving instructorpupils acomplete better opportunity to deal withreadings mixedat levelshome, studentand difficulties,work andon differentiatedlive learning stylesproblem-solving during in-class time.<ref>{{Cite web |author= Iacopo Falciani |website= Europass Teacher Academy |title= Flipped classroom; |year=2020 |url= https://www.teacheracademy.eu/course/flipped-classroom/ |accessdate= 2022-12-16}}</ref> This pedagogical style moves activities, including those that may have traditionally been considered homework, into the classroom. With a flipped classroom, students watch [[online lecture]]s, collaborate in online discussions, or carry out research at home, while actively engaging concepts in the classroom with a mentor's guidance.

Lage, Platt and Treglia published a paper entitled "Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment" (2000), which discusses their research on flipped classrooms at the college level. In their research focusing on two college economics courses, Lage, Platt, and Treglia assert that one can leverage the class time that becomes available from the inversion of the classroom (moving information presentation via lecture out of the classroom to media such as computers or VCRs) to meet the needs of students with a wide variety of [[learning styles]].<ref>Maureen Lage, Glenn Platt, Michael Treglia (2000), Inverting the Classroom: A gateway to Creating an Inclusive Learning Environment, Journal of Economic Education</ref> The University of Wisconsin-Madison deployed software to replace lectures in large lecture-based computer science course with streaming video of the lecturer and coordinated slides.<ref>{{cite journal | last1 = Foertsch | first1 = Julie | display-authors = etal | year = 2002 | title = Reversing the Lecture/Homework Paradigm Using eTEACH® Web‐basedWeb-based Streaming Video Software | url = | journal = Journal of Engineering Education | volume = 91 | issue = 3| pages = 267–274 | doi=10.1002/j.2168-9830.2002.tb00703.x| s2cid = 110788356 }}</ref> In the late 1990s, J. Wesley Baker was experimenting with these same ideas at [[Cedarville University]]. He presented a paper discussing what he termed the "classroom flip" at an education conference in the year 2000 in what may be the first published mention of the word "flip" associated with this model of teaching and learning.<ref>Baker, J.W. "The 'Classroom Flip": Using Web course management tools to become the Guide by the Side." In J. A. Chambers (Ed.), Selected papers from the 11th International Conference on College Teaching and Learning (2000), pp. 9-179–17. Jacksonville, FL: Florida Community College at Jacksonville.</ref>

Kaw and Hess published a paper in 2007 to compare the effectiveness of four (4) instructional modalities for a single topic of a STEMATEM course -(i) traditional lecture, (ii) blended (what they called "Web-enhanced lecture"), (iii) Web-based self-study and (iv) flipped (what they called "Web-based self-study and classroom discussion"). Statistical analysis of the assessment data indicated that the second modality, in which Web-based modules for instruction were used during face-to-face lecture delivery mode, resulted in higher levels of student performance and satisfaction.<ref>{{cite journal | last1 = Kaw | first1 = A. | last2 = Hess | first2 = M. | year = 2007 | title = Comparing Effectiveness of Instructional Delivery Modalities in an Engineering Course | url = | journal = International Journal of Engineering Education | volume = 23 | issue = 3| pages = 508–516 }}</ref>

Perhaps the mostA recognizable contributor to the flipped classroom is [[Salman Khan (educator)|Salman Khan]]. In 2004, Khan began recording videos at the request of a younger cousin he was tutoring because she felt that recorded lessons would let her skip segments she had mastered and replay parts that were troubling her.<ref>Clive Thompson (15 Jul 2011), "How Khan Academy is Changing the Rules of Education", Wired</ref><ref>Sarah D. Sparks (28 Sep 2011), Lectures Are Homework in Schools Following Khan Academy Lead</ref> Based on this model, Salman Khan founded [[Khan Academy]], based on this model. Forwhich some, Khan Academy has become synonymousassociate with the flipped classroom; however, these videos are only one form of the flipped classroom strategy.<ref>Sams, Aaron (11 November 2011). [http://www.thedailyriff.com/articles/the-flipped-class-shedding-light-on-the-confusion-critique-and-hype-801.php "The Flipped Class: Shedding Light on the Confusion, Critique, and Hype"] {{Webarchive|url=https://web.archive.org/web/20150921093533/http://www.thedailyriff.com/articles/the-flipped-class-shedding-light-on-the-confusion-critique-and-hype-801.php |date=2015-09-21 }}. The Daily Riff. Retrieved 7 April 2015.</ref>

Woodland Park High School chemistry teachers Jonathan Bergmann and Aaron Sams began practisingpracticing flipped teaching at the high school level when, in 2007, they recorded their lectures and posted them online in order to accommodate students who missed their classes.<ref name="Bergmann, J. 2012"/> They note that one person cannot be credited with having invented the inverted or flipped classroom, and assert that there is no one 'right' way to flip a classroom as approaches and teaching styles are diverse, as are needs of schools.<ref name="Bergmann, J. 2012"/> They went on to develop the "Flipped-Mastery" model and wrote extensively about it in their book ''Flip Your Classroom''.<ref name="Bergmann, J. 2012" />

In 2011 educators in Michigan's [[Clintondale High School]] flipped every classroom.<ref>{{cite news |last1=Rosenberg |first1=Tina |title=Turning Education Upside Down |url=http://opinionator.blogs.nytimes.com/2013/10/09/turning-education-upside-down/?_r=0 |accessdateaccess-date=18 August 2019 |work=The New York Times |date=9 October 2013}}</ref> Principal Greg Green led an effort to help teachers develop plans for flipped classrooms, and worked with social studies teacher, Andy Scheel, to run two classes with identical material and assignments, one flipped and one conventional. The flipped class had many students who had already failed the class—some multiple times. After 20 weeks, students in the flipped classroom were outperforming students in the traditional classrooms.<ref>{{Cite web | url=http://schoolsofthought.blogs.cnn.com/2012/01/18/my-view-flipped-classrooms-give-every-student-a-chance-to-succeed/ | title = My View: Flipped classrooms give every student a chance to succeed | access-date=2019-08-17 | archive-date=2021-11-22 | archive-url=https://web.archive.org/web/20211122223340/https://schoolsofthought.blogs.cnn.com/2012/01/18/my-view-flipped-classrooms-give-every-student-a-chance-to-succeed/ | url-status=dead }}</ref> Further, no students in the flipped classrooms scored lower than a C+, while the previous semester 13 percent had failed. The traditional classroom showed no change.<ref name=fixes>{{cite news|url=http://opinionator.blogs.nytimes.com/2013/10/09/turning-education-upside-down/?_r=0 |title=Turning Education Upside Down |last=Rosenberg |first=Tina |date=2013-10-09 |accessdateaccess-date=2013-10-11 |work=The New York Times}}</ref> Before this, Clintondale had been designated as among the state's worst 5 percent. The next year when teachers used a flipped model in the 9th grade, the failure rates in English, math, science, and social studies dropped significantly, with the now-flipped school's failure rate dropping from 30 to 10 percent in 2011. Results on standardized tests went up in 2012, but then dropped however.<ref name=fixes/>

[[MEF University]], a non-profit private university located in Istanbul, Turkey, claims to be the first university in the world that has adopted the "flipped classroom" educational model university-wide.<ref>{{cite web |title=MEF University |url=http://www.mef.edu.tr/en |website=MEF University |accessdateaccess-date=12 August 2019}}</ref>

Proponents of flipped classrooms in higher education<ref>{{Cite news|url=http://www.slate.com/articles/life/education/2014/02/flipped_classrooms_in_college_lectures_online_and_problem_sets_in_the_classroom.html|title=The Flipped Classroom|last=Schuman|first=Rebecca|date=2014-02-19|work=Slate|access-date=2018-03-09|issn=1091-2339}}</ref> have had an interest in seeing this put into practice in university classrooms. Professors at the [[University of Graz]] conducted a study<ref>{{Cite journal |lastlast1=Luttenberger |firstfirst1=Silke |last2=Macher |first2=Daniel |last3=Maidl |first3=Verena |last4=Rominger |first4=Christian |last5=Aydin |first5=Nilüfer|last6=Paechter|first6=Manuela|date=2018-01-01|title=Different patterns of university students' integration of lecture podcasts, learning materials, and lecture attendance in a psychology course |journal=Education and Information Technologies |volume=23 |issue=1 |pages=165–178|doi=10.1007/s10639-017-9592-3|issn=1360-2357|doi-access=free }}</ref> in which lectures were video recorded in a manner in which students could have access to them throughout the semester of a lecture-based course on educational psychology. The professors surveyed how the students used their educational tools: attending lectures and watching or rewatching videos. Students subsequently rated (on a scale of 1=none to 6=nearly all) how often they used these materials. The majority of students (68.1%) relied on watching the podcasts but had low attendance rates compared to their podcast usage. The remainder of the students either rarely watched podcasts (19.6%) or somewhat used the podcasts (12.3%), but both had similar lecture attendance. Students that watched the videos more than their peers performed better than those who chose otherwise.

On June 27, 2016, [[Jonathan Bergmann]], one of the originators of flipped learning, launched the Flipped Learning Global Initiative, led by Errol St.Clair Smith.<ref>{{cite web|title=The Flipped Learning Global Initiative|url=http://flglobal.org/about/|website=The Flipped Learning Global Initiative|accessdateaccess-date=2 August 2016}}</ref> On January 26, 2018 the Flipped Learning Global Initiative introduced its International Faculty, created to deliver a consistent standard of training and ongoing support to schools and school systems around the world.

In traditional schools, each topic in class receives a fixed amount of time for all students. Flipped mastery classrooms apply a [[mastery learning]] model that requires each student to master a topic before moving to the next one.<ref name=nyt102313>{{cite news|url=http://opinionator.blogs.nytimes.com/2013/10/23/in-flipped-classrooms-a-method-for-mastery |work=The New York Times |date=October 23, 2013 |title= In 'Flipped' Classrooms, a Method for Mastery |first=Tina |last=Rosenberg}}</ref>

Mastery learning was briefly popular in the 1920s, and was revived by [[Benjamin Bloom]] in 1968. While it is difficult to implement in large, traditional classrooms, it has shown dramatic success in improving student learning.<ref>{{cite web|url=http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_197911_brandt2.pdf |title=Brandt 79 |access-date= |accessdate=2014-06-08}}</ref><ref>{{cite web|url=http://www.ic.unicamp.br/%7Ewainer/cursos/2s2004/impactos2004/kulik90.pdf |title=Kulik 90 |access-date= |accessdate=2014-06-08}}</ref> The mastery model allows teachers to provide the materials, tools and support for learning while students set goals and manage their time.<ref name=nyt102313/>

In a flipped mastery classroom, students view each lecture and work on each exercise or project when they have mastered the precursors.<ref>{{cite book|last1=Bergmann |first1=Jon |first2=Aaron |last2=Sams |title=Flip Your Classroom: Reach Every Student in Every Class Every Day |url={{google books|id=nBi2pwAACAAJ|plainurl=yes}} |isbn=978-1564843159|year=2012 |publisher=International Society for Technology in Education }}</ref>

Students may be more likely to favor the Flippedflipped Classroomclassroom approach once they have taken the time to personally participate in this specific type of learning course. In a prior pharmaceutics course, for instance, a mere 34.6% of the 19 students initially preferred the Flippedflipped Classroomclassroom setting. After all of the students had participated in the Pharmaceutical Flipped Classroom course, the number of those favoring this method of learning increased significantly, reaching a total of 89.5%.<ref>{{cite journal |last1=McLaughlin |first1=Jacqueline |last2=Griffin |first2=LaToya |last3=Esserman |first3=Denise |last4=Davidson |first4=Christopher |last5=Glatt |first5=Dylan |last6=Roth |first6=Mary |last7=Gharkholonarehe |first7=Nastaran |last8=Mumper |first8=Russell |title=Pharmacy Student Engagement, Performance, and Perception in a Flipped Satellite Classroom |journal=American Journal of Pharmaceutical Education |date=12 November 2013 |volume=77 |issue=9 |page=196 |pmc=3831407 |pmid=24249858 |doi=10.5688/ajpe779196 }}</ref> Individuals interested in a more problem-solving, hands-on form of learning are more likely to benefit from Flippedthe Classroomflipped classroom, as it swaysstrays from a traditional lecture learning style. Students may initially have certain doubts or fears regarding the use of Flippedflipped Classroomclassroom, including:<ref name="rotellar-2016">{{Cite journal|last=Rotellar PharmD, Cristina, Cain EdD, MS, Jeff|date=25 Mar 2016|title=Research, Perspectives, and Recommendations on Implementing the Flipped Classroom|pmc=4827585|journal=American Journal of Pharmaceutical Education|volume=80|issue=2|pages=34|doi=10.5688/ajpe80234|pmid=27073287}}</ref>

*The fear of having to "teach oneself", as in, having a lack of proper guidance from a designated instructor, leading to greater pressure on the student to study the content rigorously in order to perform well in the course<ref name=":02">{{Cite journal|last=Rotellar PharmD, Cristina, Cain EdD, MS, Jeff|date=25 Mar 2016|title=Research, Perspectives, and Recommendations on Implementing the Flipped Classroom|pmc=4827585|journal=American Journal of Pharmaceutical Education|volume=80|issue=2|pages=34|doi=10.5688/ajpe80234|pmid=27073287}}</ref>

*Obtaining a greater amount of academic work in order to achieve success within the course, as a result of minimal guidance from an instructor<ref name=":02" />

*The fear of obtaining a greater sense of confusion on topics discussed, which may correlate to the heavy focus on group discussion and problem-solving activities that Flippeda Classroomflipped classroom encourages<ref name=":02" />

#digital slideshows (e.g. PowerPoint)<ref name=":13"/>

#student discussion<ref name=":13"/>

#teacher/student online communication<ref name=":13"/>

It has been determined, through several conducted experiments, that certain aspects of the Flippedflipped Classroomclassroom approach are more beneficial to students than others. For instance, in a study conducted on the feedback received from students who had participated in a Flippedflipped Classroomclassroom teaching module for college English reading, the following results were derived:<ref name="mo-2017"/>

*92.59% of the students ultimately accepted the Flippedflipped Classroomclassroom teaching module in general<ref name=":13"/>

*59.26% of the students accepted the "video form" of the teaching module, essentially provided as a resource for the course<ref name=":13"/>

*100.00% of the students believed that the "learning guide" link provided in the teaching module was necessary for performing well in the course<ref name=":13"/>

From these specific statistics, it can be determined that students felt that their experience within the Flippedflipped Classroomclassroom was greatly benefited by certain aspects of the course (such as the learning guide provided), while other portions of the module may have been unnecessary or insignificant to their learning (such as the video form of the module).<ref name=":13mo-2017"/>

There are various benefits attributed to the ideaflipped of utilizing the Flipped Classroomclassroom approach, some including:

#A college reading empirical study identifiesidentified Flippedthe Classroomflipped classroom's approach atas including all forms of learning (i.e. oral, visual, listening, hands on, problem solving, etc.).<ref name=":13mo-2017"/>

#Rather than learning in a traditional classroom setting, Flippedthe Classroomflipped classroom uses a more application-based approach for students (i.e. hands on and problem solving activities).<ref name=":22sharma-2015">{{Cite journal|last=Sharma, Neel, Lau, C.S, Doherty, Iain, Harbutt, Darren|date=April 2015|title=How we flipped the medical classroom|journal=Medical Teacher|volume=37|issue=4|pages=327–330|doi=10.3109/0142159x.2014.923821|pmid=24934251|s2cid=38711791}}</ref><ref name=":32glynn-2013">{{Cite journalCitation|last=Glynn|first=James|date=July 2013|title=The Effects of a Flipped Classroom on Achievement and Student Attitudes in Secondary Chemistry|url=https://scholarworks.montana.edu/xmlui/bitstream/handle/1/2882/GlynnJ0813.pdf?sequence=1&isAllowed=y|journalpublisher=Montana State University|volumeaccess-date=2018-04-20|pagesarchive-date=2021-10-21|viaarchive-url=https://web.archive.org/web/20211021123455/https://scholarworks.montana.edu/xmlui/bitstream/handle/1/2882/GlynnJ0813.pdf?sequence=1&isAllowed=y|url-status=dead}}</ref>

#The accessibilityflipped of Flipped Classroomclassroom is extremely convenient, especially for students that would face difficulties in traveling to the physical classroom. Such students would still have the foundational information of the course at hand via online.<ref name=":52kettle-2013">{{Cite journal|last=Kettle|first=Maria|dateyear=2013|title=Flipped Physics|journal=Physics Education|volume=48|issue=5|pages=593–596|doi=10.1088/0031-9120/48/5/593|bibcode=2013PhyEd..48..593K|s2cid=250782359 }}</ref>

#Communication is greatly emphasized in a Flippedflipped Classroomclassroom setting, essentially referring to: student-student and student-teacher interactions.<ref name=":4asıksoy-g-2016">{{Cite journal|last=Aşıksoy G., Özdamlı F.|date=June 2016|title=Flipped Classroom adapted to the ARCS Model of Motivation and applied to a Physics Course|url=http://www.ejmste.com/Flipped-Classroom-adapted-to-the-ARCS-Model-of-Motivation-and-applied-to-a-Physics-Course,61041,0,2.html|journal=Eurasia Journal of Mathematics|volume=12|pages=1589–1603|via=EJMSTE}}</ref>

#FlippedThe Classroomflipped utilizesclassroom uses a student-centered teaching modeled in order to ensure that the course is primarily aimed at contributing to the student's overall success in obtaining a proper, effective education.<ref name=":4asıksoy-g-2016" /><li>Essentially
#It avoids the overarching idea of "cramming" for exams and forgetting the information post-examination, as it encourages students to understand the underlying rationale behind the information provided being provided to them.<ref name=":02rotellar-2016"/></li><li>
#Students must account for thetheir responsibilities given to them in regardsresponsibility to learninglearn the foundational information provided, as their personal work and contribution will be reflected in the grade that they receive at the end of the course. This will, in turn, make them better prepared for future, more difficult courses.<ref name=":02rotellar-2016"/></li>

For students, there exists a '[[digital divide]]'. Not all families are from the same socio-economic background, and thus access to computers or video-viewing technology outside of the school environment is not possible for all students. This model of instruction may put undue pressure on some families as they attempt to gain access to videos outside of school hours.<ref name="theinnovativeeducator.blogspot.ca">Nielsen, L. (2012). [http://theinnovativeeducator.blogspot.ca/2011/10/five-reasons-im-not-flipping-over.html "Five reasons I'm not flipping over the flipped classroom"].</ref>

Additionally, some students may struggle due to their developing personal responsibility. In a self-directed, home learning environment students who are not at the developmental stage required to keep on-task with independent learning may fall rapidly behind their peers.<ref name="theinnovativeeducator.blogspot.ca"/><ref>{{Cite journal |doi=10.1007/s10984-012-9108-4|title=How learning in an inverted classroom influences cooperation, innovation and task orientation|journal=Learning Environments Research|volume=15|issue=2|pages=171–193|year=2012|last1=Strayer|first1=Jeremy F.|s2cid=43993532}}</ref><ref>{{cite journal | last1 = Lents | first1 = N. | last2 = Cifuentes | first2 = O. | year = 2009 | title = Web-based learning enhancements: Video lectures through voice-over PowerPoint in a Majors-level Biology course | url = | journal = Journal of College Science Teaching | volume = 39 | issue = 2| pages = 38–46 }}</ref><ref>{{Cite journal |doi=10.17576/3L-2022-2801-10|title=Flipped Classroom and Psycholinguistic Factors: An Evaluation|journal=3L: Language, Linguistics, Literature |volume=28|issue=1|pages=139–151|year=2022|last1=Alfaifi|first1=Abdullah A.M.|last2 = Saleem |first2 = M.|s2cid=247810373|url=http://journalarticle.ukm.my/18563/1/47851-180190-1-PB.pdf }}</ref>

OthersOther educators, such as Lisa Nielsen, argue that the flipped classroom leads to increased computer time in an era where adolescents already spend too much time in front of computer screens. Inverted models that rely on computerized videos do contribute to this challenge, particularly if videos are long.<ref name="theinnovativeeducator.blogspot.ca"/>

Additionally, flipped classrooms that rely on videos to deliver instruction suffer some of the same challenges as traditional classrooms. Students may not learn best by listening to a lecture, and watching instructional videos at home is still representative of a more traditional form of teaching. Critics argue {{weasel inline|date=July 2024}} a constructivist approach would be more beneficial.<ref name="theinnovativeeducator.blogspot.ca"/>

The potential performance increase from flipped classrooms varies greatly on classroom by classroom basis. The potential benefits may be affected by the method of conducting the classroom and the level of intensity of the course. Currently, the amount of research available is not enough to create rigorous practical guidelines for all teachers to use. Therefore, some teachers may conduct the flipped classroom more effectively than others. In addition, the level of intensity of the course may also play a crucial role in the efficacy of the flipped model. Researchers often witness a more defined performance increase in K-12 education as opposed to college or graduate education.<ref>{{Cite journal|last=Lo|first=Chung|dateyear=2017|title=A critical review of flipped classroom challenges in K-12 education: possible solutions and recommendations for future research|journal=Research and Practice in Technology Enhanced Learning|volume=12|issue=1|pages=4|doi=10.1186/s41039-016-0044-2|pmid=30613253|pmc=6302872 |doi-access=free }}</ref><ref>{{Cite journal|lastlast1=Chen|firstfirst1=Fei|last2=Lui|first2=Angela M.|last3=Martinelli|first3=Susan M.|date=June 2017|title=A systematic review of the effectiveness of flipped classrooms in medical education|journal=Medical Education|volume=51|issue=6|pages=585–597|doi=10.1111/medu.13272|issn=1365-2923|pmid=28488303|s2cid=4413028}}</ref> In foreign language education, flipped classrooms seem less effective for students with lower proficiency in the target language.<ref name="Vitta & Al-Hoorie, 2020" />

*[[Medicine|Medical]] Classroomclassroom: In multiple classrooms, short videos about the current medical topic, [[rheumatology]], that was being taught in the class were created and uploaded to [[YouTube|youtube]] or emailed to students for a medical class. The students were to watch the videos before attending [[lecture]]. The lecture class was then used to focus on application of the material learned in the videos through [[Case study|case studies]] and activities in order to give students a more interactive type of learning in the classroom.<ref name=":22sharma-2015"/> In order toTo enforce the use of videos for pre-lecture, students were asked to take a quiz or complete a homework assignment and turn it in before class.<ref>{{Cite journal|last=Fatima|first=Syeda Sadia|date=December 2017|title=Flipped classroom instructional approach in undergraduate medical education|journal=Pakistan Journal of Medical Sciences|volume=33 |issue=6|pages=1424–1428|pmid=29492071|pmc=5768837|doi=10.12669/pjms.336.13699}}</ref>

*College English Readingreading: The flipped classroom method of teaching was implemented in an English reading course{{Where|date=September 2018}} for 16 weeks per semester. Teaching through audio outside of the classroom was utilizedused through videos paired with information slides. Online resources were also supplied. The videos supplemented the readings and allowed for more analysis and participation in class, and they included background knowledge of the subject and analytical questions to be discussed in class.<ref name=":13mo-2017"/> A study-guide was provided for each video so that students could come prepared to class. Some classes included software that combined all of the resources accessible by students for the material that was assigned outside of the class period. The software also included small tests in order to assess a student's understanding of video material.<ref>{{Cite journal|last=Zhou, Shutao, Zhang, Tao|dateyear=2017|title=Research on the Construction of Flipped Classroom Model for English Teaching Based on SPOC|url=https://library.gwu.edu/search-all?query=Research%20on%20the%20Construction%20of%20Flipped%20Classroom%20Model%20for%20English%20Teaching%20Based%20on%20SPOC|journal=Revista de la Facultad de Ingeniería U.C.V.|volume=32|pages=267–273|via=}}</ref>

*[[Physics]]: In one instance, the flipped classroom technique was implemented in a physics classroom at [[Tufts University]] by a professor (Vesal Dini) who studied the method.<ref>{{cite web cn|last1date=DiniSeptember |first1=Vesal |title=Introduction to Physics 1 by Vesal Dini |url=//www.coursehero.com/file/37761140/1-Introductionpdf/2023}}</ref> The pre-lecture videos were not made specifically by the teacher, but instead they were watched on an online learning platform (in this case, Sapling Learning). Before class, students were supposed to watch the pre-lecture videos, take a quiz, and write down any questions they had. During class, the information in the videos was applied to questions through group discussion activities and hands-on simulations. In other classrooms, students have also been encouraged by their professors to attend other public lectures to gain more information.<ref>{{Cite journal|last=Radcliffe, David, Knappenberger, Thorsten, Daigh, Aaron L. M.|first=David|date=Oct 2016|title=Using Khan Academy Videos in Flipped Classroom Mode to Bolster Calculus Skills in Soil Physics Courses|url=https://dl.sciencesocieties.org/publications/nse/abstracts/45/1/nse2016.04.0008|journal=Natural Sciences Education|volume=45|issue=1 |pages=nse2016.04.0008|doi=10.4195/nse2016.04.0008|bibcode=2016NScEd..45....8R }}</ref><ref name=":52kettle-2013"/>

*[[Chemistry]]: In a chemistry class{{Where|date=September 2018}}in Glenview, IL, pre-lecture materials were distributed through [[Moodle]] and [[YouTube|Youtube]]. In class, students independently completed problems while the professor acted as a guide in case anyone needed assistance. Along with practice problems, labs were also completed during regular class time, and workshops about choosing the appropriate approach, order and technique were implemented. Study materials for tests were administered through the videos in order to prepare students for assessments. In the chemistry setting, only certain topics were flipped. For example, the flipped classroom technique was implemented for [[chromatography]] and [[electrophoresis]], but the traditional classroom teaching method was used for the topics of absorbance and emission and [[spectroscopy]]. The lecture videos went over the theory, instrumentation and explanation of the flipped topics. Administered exams for the flipped topics were then based more on what was done in class than the lecture videos.<ref name=":32glynn-2013"/>

*[[Numerical methods|Numerical Methods]]: The flipped classroom<ref>{{Cite journal|lastlast1=Clark|firstfirst1=Renee|last2=Kaw|first2=Autar|last3=Lou|first3=Yingyan|last4=Scott|first4=Andrew|last5=Besterfield-Sacre|first5=Mary|date=2018-01-31|title=Evaluating Blended and Flipped Instruction in Numerical Methods at Multiple Engineering Schools|journal=International Journal for the Scholarship of Teaching and Learning|volume=12|issue=1|doi=10.20429/ijsotl.2018.120111|issn=1931-4744|doi-access=free}}</ref> is used for a [[Numericalnumerical methods|Numerical Methods]] course{{Where|date=September 2018}}in University of South Florida. The class of 100 is broken into two sections that meet separately twice a week for 75 minutes each for recitation sessions and once a week for 50 minutes together for a lecture session. Pre-lecture materials include YouTube videos<ref>{{Cite web|url=https://www.youtube.com/numericalmethodsguy|title=numericalmethodsguy|websitevia=YouTube|access-date=2018-06-18}}</ref> and textbook materials.<ref>{{Cite web|url=http://nm.mathforcollege.com/topics/textbook_index.html|title=Free Numerical Methods with Applications Textbook by Autar K Kaw|last=Kaw|first=Autar|date=2007-04-24|website=nm.mathforcollege.com|access-date=2018-06-18}}</ref> [[The]] materials for the week are laid out categorically for the student and suggested blogs<ref>{{Cite web|url=http://AutarKaw.org|title=The Numerical Methods Guy|website=The Numerical Methods Guy|access-date=2018-06-18}}</ref> and extra homework are also mentioned. The students complete an online quiz via the [[Instructure|CANVAS]] [[Learning management system|LMS]] at home before coming to class. During the recitation session, concept questions and in-class exercises are distributed. These questions are solved by students individually and then answers are shared in a group of four. During this time, the instructor and two teaching assistants help students with any difficulties they may come across. Based on how students are responding, the instructor discusses some of the problems. The instructor also gives mini-lectures on some topics that may be difficult to process by students on their own. During the lecture session, the instructor wraps up the topic of the week and introduces students to the topic of the upcoming week. To enhance the benefits and reduce the workload associated with a flipped classroom, the pre-class preparation is now done through adaptive lessons for half of the course (limited funding). A commercial adaptive platform, [[Smart Sparrow]], that combines video lectures, text and assessment via multiple-choice and algorithmic questions is being used. The results show a [[Effect size|Cohen’sCohen's ''d'']] approximately equal to 0.40 for the free-response questions of the course final examination and 0.6 standard deviations improvement in personalization,.<ref>{{Cite web|url=https://www.smartsparrow.com/demos/numerical-methods/|title=Numerical Methods|website=smartsparrow.com|access-date=2019-04-19}}</ref>

* ===Flipped learning + peer instruction===

* ===Flipped mastery learning===

* ===Flipped adaptive learning===

The combination of inverted learning and other pedagogical approaches such as [[adaptive learning]] can help educators obtain information from the areas of learning that dominatewhere their students show mastery and those in which they still have deficiencies or need to improve.<ref>{{cite book |last1=Kaplan |first1=Andreas |title=Higher Education at the Crossroads of Disruption - The University of the 21st Century. |date=6 April 2021 |publisher=Emerald Publishing Limited |isbn=9781800715042 |url=https://books.emeraldinsight.com/page/detail/Higher-Education-at-the-Crossroads-of-Disruption/?k=9781800715042}}</ref> This knowledge can support the teacher in determining how to organize and manage class time in order to maximize student learning (Yilmaz-tuzun, 2008).

* ===Flipped learning + gamification===

* ===Flipped learning + cooperative learning===

* ===Flipped learning + Inclusive classroom===

The qualities of a flipped classroom that are valuable for typical students can also benefit students with disabilities. Inclusive classrooms can be used to change perceptions and reduce the stigma students with disabilities experience.<ref>{{Cite web | url=https://www.understood.org/en/learning-attention-issues/treatments-approaches/educational-strategies/5-benefits-of-inclusion-classrooms | title=5 Benefits of Inclusion Classrooms| date=5 August 2019}}</ref> For example, a teacher can develop a lesson about social skills if it is an area of concern for a student diagnosed with Autism Spectrum Disorder.<ref>{{cite journal | last1 = Altemueller | first1 = L. | last2 = Lindquist | first2 = C. | year = 2017 | title = Flipped classroom instruction for inclusive learning | url = | journal = British Journal of Special Education | volume = 44 | issue = 3| pages = 341–358 | doi = 10.1111/1467-8578.12177 }}</ref>