Thare are many innovative learning and teaching technologies that have gained their popularity in the world of education. One of them is Flipped learning or Flipped classroom. Flipped learning is a pedagogical approach in which traditional lecture and homework practice are reversed. Such learning approach has become popular, especially among higher education institutions. To date, many schools are implementing this mode of learning as it provides insightful learning at home at student’s own pace and effective class discussion afterwards.
One of the “fathers” of Flipped learning is considered to be Eric Mazur who outlined this strategy in his book titled “Peer Instruction: A User’s Manual” (Prentice Hall, 1997).
Many researchers agree that Flipped learning has many advantages compared to traditional classroom lecturing. The following strengths of Flipped learning have been found:
- Flipped learning engages students in a collaborative discussion in the class;
- Students may work at their own pace;
- Classroom time can be used more creatively and effectively;
- Teachers can tailor resources to student’s learning style and abilities;
- Flipped learning contributes to developing ICT competency.
Flipped learning can be successfully implemented in Kazakhstani context as well, both in school and University levels as it will help to reduce Teacher Talking Time and increase student engagement and contribution. It seems that Flipped learning or some elements of this strategy is being implemented within NIS school network as students are expected to learn independently, engage in mini-projects or small-scale research on different school subjects. One of the effective web resources for Flipped learning is Edmodo which is popular among NIS teachers. Majority of my colleagues upload folders with materials and resources for students’ self-study and self-preparation.
The situation is quite different in mainstream schools where teachers still have to lecture whereas students are exposed to do all homework after the lessons. The main challenge that teachers may face in such schools is that classes are full, with 30-35 students and it is hard to organize an effective class discussion where every student should cooperate with other peers. Moreover, not all teachers have a good level of ICT competency to implement Flipped learning in every-day teaching.
Students might also struggle with this type of learning. The main challenge for them might be unequal access to online resources since not all mainstream learners have access to internet at home. Therefore, students will not be able to read materials before they come to the class; this will result in poorer understanding and lower achievement.
To sum up, Flipped learning is an effective tool for both teaching and learning that might be used in the context of Kazakhstan if it is organized in an effective and sufficient way for learners and teaching staff.
Retrieved from: https://www.youtube.com/watch?v=ojiebVw8O0g
Retrieved from: https://www.youtube.com/watch?v=bwvXFlLQClU