Imagine a classroom where students are engaged actively participating in the class asking questions and helping other students. Instead of the instructor lecturing at the front of the classroom it is instead the students congregating around the room in groups with the instructor answering questions and providing ideas to students. This teaching style known as “flipping” describes how much of the traditional lecture is reversed and contains teaching techniques such as interactive engagements where professors work with groups of students and peer instruction where students help each other in these groups.
As described in the article How ‘Flipping’ the Classroom Can Improve the Traditional Lecture in the Chronicle of Higher Education, the constant engagement of students in this form of teaching allows instructors to accurately gauge the level of understanding in students as well as correct any misconceptions that students may have before such problems appear on midterms and finals.
While many elements of flipping have been practiced by instructors for decades, the advent of technologies such as the Internet has made it easier to distribute lectures online along with the increasing class sizes in classrooms due to budget constraints has caused more attention to be focused on adopting flipping in classrooms as a way to improve student outcomes.