INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 02,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 1349
THE FLIPPED CLASSROOM: A MODERN APPROACH TO ACTIVE LEARNING
Rakhmonova Mokhinur
an English teacher at Karshi international university.
Abstract:
The flipped classroom model has emerged as an innovative teaching methodology that
challenges traditional instructional approaches. By shifting direct instruction outside the
classroom and utilizing class time for interactive learning, this model enhances student
engagement, fosters critical thinking, and improves knowledge retention. This article explores
the definition, key principles, advantages, challenges, and real-world applications of the flipped
classroom method, providing an in-depth analysis of its impact on education.
Key words:
Flipped learning, educational technology, collaborative learning, critical thinking
development, innovative teaching methods, online and offline learning, student engagement.
A flipped classroom is an instructional approach that reverses the traditional teaching
model. Instead of introducing new concepts during class time and assigning homework afterward,
students first engage with learning materials at home through videos, readings, or interactive
modules. Then, during class, they participate in discussions, problem-solving exercises, and
collaborative projects, reinforcing and applying their knowledge. This method shifts the
teacher’s role from a lecturer to a facilitator, allowing more interactive and student-centered
learning. It aims to increase student engagement and learning by having pupils complete
readings at home, and work on live problem-solving during class time
. This pedagogical style
moves activities, including those that may have traditionally been considered homework, into the
classroom. With a flipped classroom, students watch online lectures, collaborate in online
discussions, or carry out research at home, while actively engaging concepts in the classroom
with a mentor's guidance.
In traditional classroom instruction the teacher is usually leads the lesson. The teacher
introduces new theme, gives examples, explains the topic, after all teacher faces to students with
questions from the given theme.
Many traditional instructional models rely on lecture-style
presentations of individual lessons, limiting student engagement to activities in which they work
independently or in small groups on application tasks, devised by the teacher.
However, this
approach often limits student engagement and hinders personalized learning. In response, the
flipped classroom has gained traction, particularly with advancements in technology that
facilitate digital learning. In this model, students first engage with instructional materials outside
of class, such as video lectures, readings, or interactive assignments. Class time is then devoted
to discussions, group work, and practical applications of concepts.
The flipped classroom approach relies on several key principles:
1
Iacopo Falciani (2020).
. Europass Teacher Academy
. Retrieved 2022-12-16
2
Bergmann, J., & Sams, A. (2012).
Flip Your Classroom: Reach Every Student in Every Class Every Day.
ISTE
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 02,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 1350
Pre-Class Learning: Students access and review instructional materials (videos, podcasts,
readings) before attending class.
Active In-Class Engagement: Classroom time is used for collaborative projects, hands-on
activities, peer discussions, and problem-solving exercises.
Student-Centered Approach: The teacher's role shifts from a lecturer to a facilitator, guiding
students in applying their knowledge.
Technology Integration: Digital tools such as video platforms, learning management systems
(LMS), and interactive quizzes support the flipped model.
Differentiated Learning: Students can learn at their own pace, revisiting materials as needed,
while teachers provide individualized support.
Studies indicate that flipped classrooms improve student participation, as learners
actively engage in discussions and activities rather than passively listening to lectures. A study
published in the Journal of Educational Technology & Society found that students in flipped
classrooms displayed higher motivation levels and better performance compared to traditional
learners. This classroom instruction helps to develop students’ critical thinking skills. The
emphasis on in-class problem solving, case studies, and collaborative exercises encourages
students to think critically and apply their knowledge in real-world scenarios. With less time
spent lecturing, teachers can focus on addressing individual student needs, providing targeted
feedback, and fostering meaningful discussions.
Harvard’s Eric Mazur, a physics professor, implemented the flipped classroom model in his
physics classes. Instead of traditional lectures, he provided students with video lectures to watch
before class. In-class time was then used for peer discussions and problem-solving. This method
significantly improved students' understanding and engagement.
Medical schools, such as the
University of Adelaide, have implemented flipped classrooms for anatomy and physiology
courses. Students review lectures online before attending practical lab sessions, leading to better
retention and application of knowledge.
However flipped classroom instruction has more advantages it has some disadvantages
too. Not all
s
tudents have equal access to technology. Some students may lack reliable internet
access or devices. Requires more preparation for teachers. Creating video lessons and designing
interactive activities takes time and effort. Students must take responsibility for their learning.
Some students may not watch the videos or read materials in advance, leading to gaps in
understanding. To address these challenges, teachers can provide offline materials, use in-class
video screenings, or integrate motivational strategies to encourage student participation.
3
Mazur, E. (1997).
Peer Instruction: A User’s Manual.
Prentice Hall
4
Bergmann, J., & Sams, A. (2012).
Flip Your Classroom: Reach Every Student in Every Class Every Day.
ISTE.)
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 02,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 1351
Students may be more likely to favor the flipped classroom 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
flipped classroom 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%.
Individuals interested in a more problem-solving, hands-on form of
learning are more likely to benefit from the flipped classroom, as it strays from a traditional
lecture learning style. Students may initially have certain doubts or fears regarding the use of
flipped classroom, including:
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. Obtaining a greater amount of academic work to achieve
success within the course, as a result of minimal guidance from an instructor. 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 a flipped classroom encourages.
As technology continues to evolve, flipped learning is expected to become more dynamic and
widely adopted. Integration with artificial intelligence (AI), virtual reality (VR), and adaptive
learning platforms will further personalize education and enhance student engagement. Moreover,
ongoing research will refine best practices, ensuring more effective implementation across
different educational settings.
To conclude our opinion about flipped classroom we can say that the flipped classroom
represents a transformative shift in education, emphasizing active learning, student engagement,
and personalized instruction. While challenges such as technological access and increased
teacher workload exist, the benefits of improved student outcomes, knowledge retention, and
critical thinking skills make this model a valuable educational strategy. By addressing its
challenges through thoughtful implementation, schools and universities can leverage the flipped
classroom approach to prepare students for success in the modern world.
References:
1. Iacopo Falciani (2020). "Flipped classroom". Europass Teacher Academy. Retrieved 2022-
12-16
2. Dylan; Roth, Mary; Gharkholonarehe, Nastaran; Mumper, Russell (12 November 2013).
"Pharmacy Student Engagement, Performance, and Perception in a Flipped Satellite
Classroom".
3. Rotellar PharmD, Cristina, Cain EdD, MS, Jeff (25 Mar 2016). "Research, Perspectives, and
Recommendations on Implementing the Flipped Classroom". American Journal of
Pharmaceutical Education.
4. Mazur, E. (1997). Peer Instruction: A User’s Manual. Prentice Hall
5
Dylan; Roth, Mary; Gharkholonarehe, Nastaran; Mumper, Russell (12 November 2013). "Pharmacy Student
Engagement, Performance, and Perception in a Flipped Satellite Classroom".
6
Rotellar PharmD, Cristina, Cain EdD, MS, Jeff (25 Mar 2016). "Research, Perspectives, and Recommendations on
Implementing the Flipped Classroom".
American Journal of Pharmaceutical Education
.
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 02,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 1352
5. Bergmann, J., & Sams, A. (2012). Flip Your Classroom: Reach Every Student in Every
Class Every Day. ISTE.)
6. Mazur, E. (1997). Peer Instruction: A User’s Manual. Prentice Hall.
7. Roach, T. (2014). "Student Perceptions Toward Flipped Learning: New Methods to Increase
Interaction and Active Learning in Economics." International Review of Economics
Education.
8. Strayer, J. F. (2012). "How Learning in an Inverted Classroom Influences Cooperation,
Innovation, and Task Orientation." Learning Environments Research.
