The Flipped Classroom And The Classroom

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There have been many attempts to define the flipped classroom. The simplest definition was given by Lage (17). “Inverting the classroom means that events that have traditionally taken place inside the classroom now take place outside the classroom and vice versa”. Although straightforward this description does not accurately represent what researchers have referred to as the flipped or inverted classroom. This description would infer that the flipped classroom is purely a rearrangement of the classroom and at-home activities. Though there is no one model for the flipped classroom, commonly, studies on the flipped classroom have shown the incorporation of team-based learning activities inside the classroom. Team-based learning activities draws on student engagement in an environment where students can test their knowledge and interact with peers during hands-on tasks (1,4). There is a wide range of what could be assigned as an at-home activity. Most often, studies have shown instructors preferred usage of previously recorded, web-accessible lectures for the students to view outside of the traditional lectures (27,30). How People Learn (8) from John Bradford, Ann Brown, and Rodney Cocking assert three findings about the science of learning. Two of the findings illuminate the benefit of the flipped classroom. To develop competence in an area of inquiry, students must: a) have a deep foundation of factual knowledge, b) understand facts and ideas in the context of a conceptual
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