This model was later expanded to include technological elements. At the international conference on college teaching and learning in 2000 a presentation was delivered on ‘the classroom flip: using web course management tools to become a guide by the side’ (baker 2000).Cognitive aspects of learning it developed the ‘flip’ concept and emphasized the role of learning management systems in delivering materials to students before class. Significantly, the role of the teacher was articulated as facilitator and coach or ‘guide on the side’.Cognitive aspects of learning subsequent research focused on the notion of ‘inverting the classroom’ as a means of providing an inclusive learning environment in which personalized coaching and mentoring was the norm (lage, platt and treglia 2000).Cognitive aspects of learning

Fast forward to the present and the dramatic growth of online content creation, collaboration and distribution tools provide practitioners with an accessible toolkit for delivering flipped learning.Cognitive aspects of learning video creation (e.G. Screenr and webinaria) and distribution tools (e.G. Youtube and vimeo) provide the opportunity to create flipped content with ease.Cognitive aspects of learning alternatively, there is a wealth of pre-existing media available for reuse (e.G. ITunesU, khan academy, and open yale courses). While technology is not a prerequisite (flipped text based content is just as valuable as video content), there is no doubt that the intersection of web 2.0 technology and learning theory has enabled flipped learning to become a valuable addition to the spectrum of blended learning.Cognitive aspects of learning

In traditional learning, students acquire knowledge in a classroom context and are then sent away to synthesise, analyse and evaluate this after the class.Cognitive aspects of learning in the flipped classroom, students acquire knowledge before the class and use classroom time to practice and apply concepts and ideas through interaction with peers and teachers.Cognitive aspects of learning after the class, students reflect upon the feedback they have received and use this to further their learning. Sector snapshot

At vanderbilt university in the US, measurable improvements in test scores were recorded when a section of a large enrolment physics class was flipped in 2011 (deslauriers, schelew and wieman 2011).Cognitive aspects of learning in 2012-13, the university of queensland, australia successfully implemented large-scale flipped learning to over 1,000 students across a range of disciplines.Cognitive aspects of learning the university is now leading a global partnership of universities in an initiative to better understand how engineering education might be redesigned using the flipped learning model and how the spread and adoption of best practice in flipped learning could be accelerated (university of queensland 2014).Cognitive aspects of learning

In the UK, the university of manchester’s schools of social sciences and computer science have experimented with flipping the tutorial, by providing a video to watch before the tutorial and using tutorial time for small group work, which includes problem-based learning activities.Cognitive aspects of learning evaluation of the system suggests general improvement in student engagement and highlights the logistical challenges in implementing small group working within large cohorts (university of manchester 2014).Cognitive aspects of learning

By providing students with the material to gain a basic level of knowledge and understanding before class, classroom time can be used to deepen learning and develop higher-level cognitive skills.Cognitive aspects of learning one of the core objectives of flipped learning is to move students away from passive learning and towards active learning where students engage in collaborative activity, peer learning and problem-based learning.Cognitive aspects of learning within this context, the role of the teacher shifts towards that of facilitator and coach by empowering students to take control of their own learning.Cognitive aspects of learning the use of technology further enriches the flipped learning process and promotes skills that are essential for 21st-century learning (e.G. Digital literacies).Cognitive aspects of learning getting started

Students who expect the conventional mode of lecture-based teaching might find the sudden implementation of a new model disorientating.Cognitive aspects of learning the importance of setting expectations and priming students for active student-centred learning, in which they will be expected to manage their own learning in a more proactive way, is crucial.Cognitive aspects of learning in addition, some teachers may find that the shift in their role from presenter to facilitator is challenging and requires the development of new competencies.Cognitive aspects of learning