Pros and Cons
Students have more control over their learning.
When viewing video content or other materials at home, students have the option of learning at their own pace. They may pause or rewind lectures, read through the content repeatedly, make a note of their questions, or discuss the content with their peers, instructors, or tutors. Students also benefit from being able to review difficult content without getting left behind. In order to serve as an effective leader in a flipped classroom, an instructor in a flipped classroom, may need to give up control from time to time and empower students to be responsible for their own learning (Kovach, 2014).
A flipped classroom promotes student-centered learning and collaboration.
In a flipped classroom, students may have the opportunity to participate in peer instruction, group discussions, and other interactive learning situations. Students can apply course concepts to concrete problem solving and decision making activities. However, enhanced learning may be a result of the use of good active learning techniques rather than merely flipping the classroom. Some research has shown that a flipped classroom does not result in higher learning gains or better attitudes compared to a non-flipped classroom, when both classes use active and constructivist learning techniques (Jensen, Kummer, & Godoy, 2015).
A flipped classroom makes course content easily accessible.
Anytime/anywhere access to digital lesson content allows students and instructors the flexibility to manage learning and delivery of instruction.
Flipped classrooms tend to rely heavily on technology, which often requires students to have high-speed Internet access while off campus.
Some flipped classrooms use video-based lesson content for students to view before coming to class. Students may not have access to a computer and high-speed internet services outside of school.
A flipped classroom can require more preparation time.
Flipping a class requires more upfront planning and time used for content creation than does a traditional class (Kovach, 2014), particularly when moving course content or some classroom activities online.
Flipping the classroom assumes that students will complete the out-of-class preparation.
All students may not watch the digital content or complete the out-of-class readings and will therefore be unprepared for participating fully in class. Short quizzes at the beginning of class can provide students with incentive to complete the out-of-class assignments.
A Student Perspective
Students from the Australian School of Business at the University of New South Wales discuss their experiences with the flipped classroom. End of Lectures As We Know Them? – UNSW Business School Flipped Classrooms (YouTube)
10 Pros and Cons of a Flipped Classroom. Te@chthought. 11/27/2013.
Jensen, J.L., Kummer, T.A., & Godoy, P.D.M. (2015). Improvements from flipped classroom may simply be the fruits of active learning. Life Sciences Education, 14, 1-12.
Kovach, J.V. (2014). Leadership in the “classroom.” The Journal for Quality & Participation, 39-40.