Flipped Classroom Model – A Response to the Emerging Trends in the Teaching Learning Landscape
Sudha Srinivasan1, Harish Kumar2
1Ms. Sudha Srinivasan, Research Scholar, Amity Institute of Education, Amity University, (Uttar Pradesh), India.
2Dr. Harish Kumar, Head, Amity Institute of Behavioural & Allied Sciences AIBAS, Amity University, (Uttar Pradesh), India.
Manuscript received on 25 November 2019 | Revised Manuscript received on 06 December 2019 | Manuscript Published on 16 December 2019 | PP: 297-304 | Volume-8 Issue-3S3 November 2019 | Retrieval Number: C10681183S319/2019©BEIESP | DOI: 10.35940/ijrte.C1068.1183S319
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: Flipped Classroom Model has emerged over the last two decades and its popularity is growing rapidly in the recent years. This study reviews and analyses the research on Flipped Classroom Model in higher education from a variety of aspects. The main aim of this study is to identify the factors that influence the popularity of Flipped Classroom Model and making it a worthwhile activity to implement. The study also examines the new trends and rapid transformation in the digital and education landscape and the associated changes in the current education system. A six-step process suggested by Cooper & Hedges (2011) is used to identify and synthesis the data required for this study. Findings from the study show positive influence of Flipped Classroom Model in higher education on different parameters including students’ academic achievement and their level of engagement. Further, this paper discusses the opportunities and challenges in designing and implementing Flipped Classroom Model deeply associated with our traditional higher education system.
Keywords: Flipped Classroom Model, Higher Education, Research Synthesis, Student Engagement.
Scope of the Article: Social Sciences