Flipped Classroom Model

The plethora of digital educational resources has caused inevitable change to the traditional educational paradigm. The flipped classroom (FC) model is an innovative classroom structure that utilizes technology to shift lecture content outside of the classroom, thus freeing up class time to engage in valuable learning activities. This chapter will provide a detailed explanation on the history of FC, provide definitions, and discuss the affordances and challenges of the FC model in different contexts. Moreover, in line with the goals of this research study, an elaboration of the potential impact of FC on the EFL classroom, particularly in Saudi Arabia is provided. Finally, the theoretical frameworks grounding the FC model are addressed, as well

The term classroom flip was coined by Baker (2000) and the term inverted classroom has been used by other researchers (e.g., Lage, Platt & Treglia, 2000; Handke, Jürgen, Kiesler, Natalie, Wiemeyer & Leonie, 2013). In conventional education systems, students acquire new knowledge via lectures given by the teacher within the classroom, and practice the content at home through assigned homework tasks. On the other hand, “inverting the classroom means the events that have traditionally taken place inside the classroom now take place outside the classroom and vice versa” (Lage, et al., 2000, p.32). Bishop and Verleger (2013), however, claim that this definition is restrictive and implies that the flipped classroom is a mere rearrangement of classroom and at-home activities, while in reality it represents an expansion of the curriculum. As a result, they define flipped learning as "an educational technique that consists of two parts: interactive group learning activities inside the classroom, and direct computer-based individual instruction outside the classroom" (p. 5). A simplified depiction of this definition is provided in Table 2.2. It is important to note that the researcher also opposes Lage, et al.’s (2000) definition since the definition insinuates that flipping a class requires a simple swapping of materials. While Lage, et al. (2000) focused on the logistic implications of the instructional method, they ignored core aspects of FC (i.e., increasing autonomy, cultivating students-centeredness, etc.). According to the definition from the Flipped Learning Network (2014), a flipped classroom is explained