Flipped classroom intervention involves a two-level design process: macro and micro levels.
- The macro-level involves using an instructional system design at the curriculum or course level.
- In contrast, the micro-level concerns developing flipped classroom pedagogy for a session or topics.
Designing flipped classroom at macro-level
- The ADDIE model is identified as an effective tool for designing the flipped classroom at the macro level.
- This model has been used in terms of its five straightforward steps:
- Implement, and
- First, the Analyze step involves assessing feasibilities for adopting the flipped classroom in terms of stakeholder’s readiness, equipped environment, and curriculum nature.
- The Design phase deals with framing the instructional strategies, such as identifying courses for implementation, defining the operational procedures, choosing assessment instruments and designing the user interface and choosing the audio-visual designs.
- The Development phase starts with the production of teaching-learning material for the flipped classroom. Besides, an instrument is developed to measure the flipped classroom’s effectiveness on students’ learning.
- The Implementation phase requires participants to receive the flipped classroom.
- The last step of the ADDIE method is Evaluation. This phase aims to gather feedback from participants and assess the educational improvement of the learners to quantify the effectiveness of the intervention and identify the way forwards for future improvement.
Designing flipped classroom at the micro-level
- The micro-level design of the flipped classroom refers to pre-classroom activities, in-classroom activities, and post-classroom activities.
- Let’s see the micro-level design of flipped classrooms in detail in the next section.