Eltam journal no 2 8th eltam iatefl tesol international biannual conference managing teaching and learning

1.
Literature review
The flipped classroom developed in response to a variety of changes in the classroom 
environment, including students’ learning preferences, limited classroom time, and increased 
access to technology. It has the potential to be an effective and useful method of education. By 
replacing the direct instruction from class with video lectures watched as homework outside 
class allows for more class-time to be used for active learning. Active learning can include 
different activities, discussions, independent problem solving, and project-based learning 
(Bergmann, Overmyer, & Wilie, 2012). By doing this, teachers create a classroom environment 
which uses collaboration and constructive learning, but at the same time it is blended with the 

---

43 
direct instruction used outside the classroom (Tucker, 2012). Constructive learning happens 
when students gain knowledge through direct personal experiences (Ultanir, 2012). These 
personal experiences can be increased in a flipped classroom through the use of different types 
of activities, creating students who are active learners (employing higher-order levels of 
understanding: analysis, synthesis, and evaluation), rather than passive learners (utilizing only 
lower-order levels of understanding: absorbing information from hearing, seeing, and reading) 
(Minhas, Ghosh, & Swanzy, 2012; Sams, 2013). Active learning has been found to produce 
better grades than passive learning (Minhas, Ghosh, & Swanzy, 2012). Collaborative learning 
takes place when two or more people learn something together, holding one another accountable 
for their learning. Also this type of learning creates students who are more invested in their own 
learning. (Roberts, 2004). Through group activities, projects, and group problem solving in the 
flipped classroom teachers can introduce a high level of collaborative learning.
The flipped classroom also involves a change in the teacher’s role. In a traditional class, the 
teacher can be portrayed as the “sage on the stage” that presents information in engaging ways 
in hopes that students will pay attention and absorb the information (Bergmann, Overmyer, & 
Wilie, 2012). The flipped classroom moves away from this idea, putting the teacher in the role 
of the “guide on the side” who works with the students to guide them through their individual 
learning experiences (Bergmann, Overmyer, & Wilie, 2012). In the flipped classroom the 
responsibility for learningis
flipped from teacher’s hands to students’ hands and the face to 
facetime is flipped from teacher-focused to student-focused.