Flipped Classroom

The flipped classroom is an instructional strategy and a type of blended learning that reverses the traditional learning environment by delivering instructional content, often online, outside of the classroom. It moves activities, including those that may have traditionally been considered homework, into the classroom. In a flipped classroom model, students are first exposed to new material outside of class, typically via reading assignments or lecture videos, and then class time is used to deepen understanding through discussion and problem-solving activities with peers and instructors.

The primary goal of the flipped classroom is to optimize the time students spend in the classroom. By introducing students to new content at home, they are able to use classroom time to apply concepts in interactive ways. This may include collaborative projects, interactive discussions, hands-on experiments, or personalized coaching from the teacher. Since the initial exposure to new material is done individually, classroom time can be redirected to address students’ specific needs and foster a more engaging, student-centered learning environment. This approach is also thought to develop autonomous learning skills, as students take more responsibility for their own learning outside of class.

Implementing a flipped classroom can require careful planning and a shift in the traditional roles of educators and students. Teachers must create or curate quality instructional materials for students to engage with outside of class, and they must also design in-class activities that effectively leverage the face-to-face time with students. Students, on the other hand, must adapt to the increased responsibility for their initial learning. Despite these challenges, the flipped classroom has the potential to create a dynamic and interactive learning experience. Studies have shown that the flipped classroom can lead to improved student performance, greater student satisfaction, and increased motivation. However, it is important for educators to consider their specific student population and subject matter when deciding whether the flipped classroom model is appropriate for their educational context. 

Mgr. Pavel Bartoš, LL.M., DBA (Evropská akademie vzdělávání / European Academy of education)