ANALYSIS OF FLIP CLASSROOM MODEL FOR STUDENT-LEARNING

The challenge today is to create an educational environment in which a learner can learn optimally. Today technology is being integrated, but perhaps not in the most optimal way that can support student-learning (Dunlosky et al, 2013). Prior to the advent of learning technologies the mainstay of learning was the textbooks (including other paper resources) and traditional lectures. Learning technologies has given rise to a new pedagogical strategy called Flip-classroom. The Flip-classroom model is a pedagogy that involves utilising video content and quizzes/ exercises to replace the lecture and utilization of class time to solve problems, individually or in a group with the guidance of the teacher. This methodology increases the one-to-one interaction time with the students. Evidence suggests that for certain subject matter the Flip-classroom has resulted in more engagement and better results (Mason et al, 2013). This paper critically analyses, the Flip-classroom methodology in light of learning theories and published research literature. This may help educators understand the challenges and solve them appropriately. The challenge the Flip-Classroom method faces is the ability to deliver on the skills required today. The paper emphasizes that the educators need to create flip-classroom methodology to achieve the 21st century skills like creativity, problem-solving, critical thinking, communication and collaboration.