In a flipped learning model of teaching, students get first contact with new ideas not during class time but in structured independent activities done prior to class time. This frees up class time to be used for more active work, digging more deeply into advanced ideas. This inversion of the use of time is a key difference between the flipped and traditional models of instruction—and when instructors flip, it brings up issues about time management for both instructors and students that require special attention.
Flipped learning environments offer unique opportunities for student learning, as well as some unique challenges. By moving direct instruction from the class group space to the individual students’ learning spaces, time and space are freed up for the class as a learning community to explore the most difficult concepts of the course. Likewise, because students are individually responsible for learning the basics of new material, they gain regular experience with employing self-regulated learning strategies they would not have in an unflipped environment.
The flipped learning model of instruction has begun to make the transition from an educational buzzword to a normative practice among many university instructors, and with good reason. Flipped learning provides many benefits for both faculty and students. However, instructors who use flipped learning soon find out that a significant amount of work is sometimes necessary to win students over to this way of conducting class. Even when the benefits of flipped learning are made clear to students, some of them will still resist. And to be fair, many instructors fail to listen to what students are really saying.