Pre-class materials create the opportunity for learning outside of the classroom.
In this way, face-to-face classroom time can be used more effectively to activate high-order learning by applying learnt concepts.
In the face-to-face classroom, teachers have more time to facilitate learning and interact with students.
Active learning opportunities
Students receive active learning opportunities in a face-to-face classroom.
Teachers have the freedom to choose a student-centred teaching approach according to the session’s intended learning outcome.
Changing the in-classroom to an active learning environment is the ultimate aim of the flipped classroom.
Increased one-on-one opportunities
The flipped classroom minimises passive learning and one-way communication.
Therefore, teachers and students have adequate time to interact with each other.
The flipped classroom allows teachers to promote attention to task completion on an individual basis.
Student accountability for learning
The flipped classroom is given the ownership of learning to students.
Students are responsible for making learning schedules, preparing pre-class activities, and engaging in-class activities.
This also enables the students to promote their self-learning.
Addressing multiple learning styles
The flipped classroom is suited for various learning styles.
Impended access to the pre-learning material allows students to study in their preferred way, pace, place and time.
Besides, in-class activities should be designed to accommodate learners with diverse learning needs.
Learning can be facilitated through engaging in problem-solving, reflecting, debating, conducting class experiments, demonstrating, and working with peers.
Increasing student performance
The flipped classroom intervention allows students to assess their performance, clinical competencies, problem-solving skills and therapeutic communication.
Positive attitudinal changes
Research has revealed that positive attitudes occur after being involved in the flipped classroom, namely, this environment promotes motivation, engagement, confidence, self-directedness, enjoyment, and critical thinking.
Challenges of the flipped classroom
The teacher role change to a material creator in flipped learning environments; lecture recording, editing, planning student-centred activities consume time and effort.
However, material creation could be conceived as adding to the learning process.
Students expect to dedicate their time to pre-, in-, post-class activities.
Completing pre-class activities
Teachers should find a way to ensure that students have complete pre-class activities.
Because completing pre-class learning is essential to optimising the benefit from engaging in in-classroom activities.
Access to technology
The flipped classroom may exclude students who don’t have access to technological devices.
So, teachers should find an alternative mechanism for overcoming this challenge.
For example, if a student does not have access to the internet, pre-class material can be provided through making DVD or USB use accessible.
Research findings show that students at the introductory period may not welcome flipped classroom.
Therefore, teachers should be confident enough to overcome the initial dissatisfaction and make FC more accessible through showing how the benefits outweigh the perceived pitfalls.