Learning style is designed based on the cognitive, vocational and analytical development of an individual. The course structure and procedure is debated over for centuries in different countries. With the advent of globalisation and technological innovation, there has been inventing in educational performance and procedure. Blended, flexible and flipped learning methods are discussed in gaining insight into various elements covered in performing academic activities. The study uses secondary resources such as academic literature review, journals, articles and books in understanding different learning styles. The study focuses on high degree interaction between teacher and student, develop individualized learning, integrate time-management skills, flexible forum, engagement of students in digital learning and learning constant adjustments to course resources.
1 – Blended Learning definitions
The overview of blended learning and their essentiality focuses on the rational model, flex model, A La Carte model and enriched virtual model. The students learn about time, place related control through the process of blended learning. The different modalities along with each student’s specified learning pathway within a subject or course are associated to deliver an integrated learning related experience (Motta, 2016). The blended learning criteria and their activities, the children get to know about the different work possibilities. In the traditional classroom setting, the online components and other essentialities provide the children education related perfect base. Any kind of equipment delivers them online so that the learning experiences can able to generate proper assessment. In-person learning experiences and the managed work indication process with the systematic formation in a particular manner. The blended learning criteria vary widely with the processed implications based on learning delivery along with their processing (Türel, 2016). In some cases, the students get to learn about the several online courses and they tend to avail that program. The institutional approaches and their processed learning indication criteria help to generate focused purposes in a proper manner. The potential implications and the stated efficiency create the perfect base that includes the possibility of perfect learning related assessment (Türel, 2016). With the reformation of generation, the students learn to take the online courses and get to focus on the other learning implications.
The blended learning pattern and their assessment help to create the new technological approaches for future betterment (Henrie, Bodily, Manwaring, & Graham, 2014). Ranging from the different computing networking and their processes market criteria the several approaches can consider is the perfect base for the overall base. Hence, according to the facts that the effective processed structure and the online learning implications generate the idea for overall specifications. The larger reformation along with the processed component implies the different initiative based on the growth practices (Motta, 2016). Blended learning patterns and their implications follow the potential advantages along with several disadvantages that can include the market possibilities with execution-based criteria.
The several approaches, knowledge processing along with resource formulation can state the different effective purposes in a systematic manner. The professionals advocate the learning pattern so that the students can individually learn about the several knowledge related processing. The flexible instruction given to the students help for creatively proceed with the overall online teaching (Ilic et al. 2015). Sufficient knowledge processing and understanding of the focused specifications help to generate perfect scope based on the proper interaction with the students.
The effective foundation that generates from the blended learning criteria will help to deliver the better-practised segment so that the future skill inclusion can able to process. The structured courses along with their particular knowledge criteria specify the proposed indication related to the foundation help to proceed with the further work segment. The teachers provide less time to the students and by following this criterion the overall segment becomes significant to the students. By taking the assistance of technological basis it has become easy to corporate with the different planning specification so that the modern approaches can able to associate. The students get to learn about self-discipline and by following this criterion blended learning can get to see the better approach from modern knowledge processing (Ilic et al. 2015). Periodically or on a regular basis, the students get the perfect assistance from the teachers so that they can able to learn different things.
Social cognitive theory helps in positioning knowledge acquisition related to the perceptions of others. It helps in assessing the learning of an individual through performance, interactions, previous and current experience and other factors. The theory was proposed by Albert Bandura stating that an individual’s perception can be examined through patterns and the consequences of behaviour. An individual tends to remember a series of events and use those events and information in shaping succeeding behaviours (Türel, 2016). The reminiscence and stored memorise help in identifying what they have learned from such incidents and how it shapes their behaviour pattern. The behavioural pattern does not depend solely by trying them or failing. It is based on the actions of others within the environmental setting.
Blended learning has a strong theoretical foundation. The strong theoretical bases of constructivism and cognitivism help in learning pattern research. The principles of constructivism were introduced by Merrill that gave rise to learning. According to Merril, learning occurs through one’s problem-solving qualities. The knowledge gathered from one’s experience and activities help in applying in solutions for real-life problems (Wang, Han & Yang, 2015). Effective learning can be advocated through problem-related tasks and how one responds to such problems. Cognitivism was proposed by Clarke sating that blended learning intends to optimize learning outcomes at the cost of childhood and educational experiences (Wang et al. 2015). It does not state the basic elementary educations, but the lessons learned from childhood until the phase of maturity. It is known as program delivery, according to Reed effective instruction to come into play when an individual is able to identify the root causes of problems and is able to mitigate them through acquired experience from in and around.
Social constructivism was established based on the principle of Merrill by Vygotsky that help to construct knowledge for an individual through collaborative approaches (Szeto, 2015). The collaboration is created within the small culture domain with shared knowledge, meaning and information. Adult learning theory was devised by Knowles that acts as the role of the educator (Porter& Graham, 2016). The central ideas are to allow an individual to have a clear idea of experience and what he has learnt of it. It is important for one to convince oneself in deciding to learn from what he achieves, acts or responds to.
Their definition of blended learning is stretched in different directions. According to researchers, it is a redundant term. There are various blended learning models that act as educational think-tanks. These models include-
All these modes of learning can be blended in forming larger blended learning strategy. These models are mostly mutually exclusive. The blending learning needs to aim at developing a student-centred learning process through printed instructions, computer-mediated instructions, web-based assessments and teacher-led instructions (Dziuban, Picciano, Graham, &Moskal). The elements covered in the four starts are traditional study material; digital, visual and e-learning; feedback, reflection and outcomes; and face-to-face interactive sessions respectively.
In blended learning, the students and teachers work at the parallel platform in facilitating the learning process. Using different modes of learning, the teacher is able to coach and tutor deep learning through discussion and coordination with students. It is important for teachers to design problem-based opportunities towards the extension of learning (Zacharis, 2015). It is important for teachers to set up possibilities to collaborate and learn online. The process gets successful when students have or generate questions that they want to research.
A blended program aims at providing online component and learning procedure. It uses basic face-to-face interactions among candidates channelling knowledge and skills. Compared with traditional programs, the duration of interaction and discussion is shorter but provides the lecturer in delivering arguments, information and topics to students in much greater depth. The course of learning is outlined in benefiting the student. It aims at not delivering information by lecturer but fosters techniques of coaching, explaining and elaborating on various aspects, topics and areas, allowing discussions to generate (Zacharis, 2015). It aims at creating flexible learning program, invoking arguments, questions, answers in a spontaneous manner. More importantly, it strengthens one’s thought process and responds to its experiences quickly. The learning method is student-centred where the student remains pivotal following the lecturer and learning method (Graham et al., 2015). It can be assumed to be time-extensive but acts beneficially in facilitating the knowledge transfer.
Advantages of the classroom-
Disadvantages-
Students are to encourage blended learning as it is a highly educative process, enhancing the thought process, growth and self-development. The advantages stand strategized and effective over disadvantages for being practically applicable in outgrowing knowledge among students. It fosters faster learning that helps to facilitate modern educational institution integrated with learning principles. With the advent of digital and technological growth, students aspire more variation in their learning process (Halverson et al., 2014). Blended learning here becomes intuitive process acting as is a virtual learning environment enabling face-face interactions. The structure following survey, uploading videos, sketching online notes, audio training and discussions and online survey create an optimal learning environment (Porter et al., 2016).
It has been investigated that blending learning leads to variations in learning outcomes. It is dependent on particular learner characteristics aligned with cognitive experiences. An effective blended learning environment can be paved effectively using innovative pedagogical strategies (Graham et al., 2015). It is important to use technology in teaching and learning sessions. It then becomes an e-social learning process where people from different communities and culture are under educative examination. It helps in sharing knowledge regarding various strata in identifying current social concerns. Blended learning is applied in social studies through videos, connecting with people from different culture, quizzes, demo training, feedback, blogging, essay and article reading, and reflection. Using e-learning techniques it creates the social presence and strengthens the relationship between learners and teachers through collaborative access within blended environments (Graham et al., 2015).
With the help of technological integration and individualized learning, there has been progressive growth in the learning experience. The student is progressing with data-based decision making with high standards of contents. It becomes important for teachers to provide content that is of less ambiguity and has high standards in meeting the demands of the classroom. With the use of the Learning Contracts, the relationship between teachers and students sets in agreements that help students in making particular choices in their learning (Zacharis, 2015). The lessons are presented and outlined of each unit so that they are aware of choices and are able to set before they begin learning. His allow the learner to investigate choice and interest, motivating them to research and learn regarding particular content. Learning Contracts help in setting students within curriculum planning and learning process it leaves the learners with the option of what they are willing to study and progress with (Halverson et al. 2014).
Stations within blended learning intend to provide students with information using kinds of learning activities (Vangrieken, Dochy, Raes, &Kyndt, 2015). Students are arranged within a group where teacher assists them of a particular idea or project with or without technology (Bernard et al., 2014). The group is built to derive active response of individual idea. Stations help in providing solutions to the particular problem through interacting performance and discussions (Halverson et al., 2014). It discusses matters related to national knowledge, history, geography and civics allowing the student to have proper knowledge of social activities of the past and present. For example, when addressing the slave dynasty, the teacher is conducting the session in groups by giving formative assessments and visual presentations (Porter et al., 2016). The different compartments of trains act as groups. Each group are given with questions related to slave dynasty and whoever answers are given grades or scores. The activity-based learning not only boosts morale and confidence but influences learners to react and respond based o their learning. The station keeps rotating based on different groups. The teacher is responsible for assessing each group and its members based on their performance in a quiz game, puzzle or debates. This will help in recording individual learning habits and response (Porter et al., 2016).
1.The concept of flexible learning
Flexible learning deals with the concept of formal education, it has brought a change in student masses, with a great number of International students, mature students and students with full-time jobs as well. Due to this Student’s expectations are boosted, now they have greater emphasis, greater aims and they stay prepared for every circumstance and there has been a change in employer expectation for their workforce that will help students to equip with greater working lives (Walqui, 2017).
Flexible learning is the structure that brings all this shift as one, in this structure students have the opportunity to choose when, where, and they learn. This learning process is divided into three parts, which are pace, place, and mode of learning.
Learners, instructors, and institutions play an important role in flexible learning.
Flexible learning helps a great range of students to meet the needs they dream, by allowing them to bring together their work, study, as well as family. It helps students to develop their skills and their quality to adapt to change. It provides students with choices in learning (face-to-face, online, blended), students can choose from the various schedule options (part-time, full-time, day, night) and much more.
The ideal teaching and the learning methods have kept challenging educators for centuries, the students have also regenerated interest in ideal teaching and learning perspectives. The difference which is closely studied the most is between “traditional” direct teaching methods and learner-centred constructivist approaches (Roach, 2014). Direct teaching also failed to give importance to practical problem solving and critical thinking and thus was criticized. Some educators tried to perform deficiencies in teaching approaches which are oversimplified and hard to understand. These instructional methods failed to address the knowledge requirements, for the rapid expansion of society full of technologies (Vangrieken et al., 2015).
Several designers came up with several perspectives of learning systems. Instructional design methodologies were also believed of not having inherently limiting. Finally, interest surfaced in “students as designers” which was learning the environment and it supported user-centred construction activity (Doel & Shardlow, 2017).
The advancement in recent computer and technologies have advanced and made the management of electronic resources easier. This environment promotes engagement to the students through student-centred (learning) activities.
The main foundational element is to have skilled and professional teaching faculty. The students are required to have prior knowledge about online activities, interactive sessions and others. It is important for professional teachers to be knowledgeable and have clear ideas about the strengths and weaknesses of flexible learning (McCutcheon et al., 2017). It is important for the learners to have tech-based solutions and that a digital system needs to be set. The program needs to be based on coherent cognitive activities. Coherent and clear communication will help in structuring and forming activities for both students and instructor.
Flexible learning theories comprise supporting learners and meet their requirements of educational decisions. It shows a difference between formal class teaching and group management. It shifts their boundaries to a large scale by providing them through better resource materials (Bahmani & Romberg, 2016). Flexibility in learning means providing choices for learner individually. Flexible learning generally meets the need of a learner rather than an instructor, it enables flexible delivery which means everyone’s control over learning and democratizing it where everyone’s choices mean a lot in the learning process. It provides a greater control to learners over learning and increasing their control over education which helps them to achieve their desired social goals (Gray & MacBlain, 2015).
Flexible learning is much entitled to self-directed learning. The flexible learning requires teachers in order to make different choices in the different section or the areas
Flexible learning is important mainly in adult education and training. Hence it can be said that flexible learning is always available. There is a history as many of the vocational education and training some of the organizations have a past record, which provides after hour workshops and the training sessions so that they will able to work under the normal working hours (Sun et al. 2018). Its significance is that it does not interrupt the schedules of the industrial production.
Nowadays, there is a tremendous amount of pressures on the staffs and the workers and for this reason the industries’ creating the greater number of demands for flexible learning by providing the proper education and training to the employees. It is also seen that there is an ample number of employers and they are for the flexible training that should be provided in the workplace (Wilson et al., 2016).
Many of the industries mainly prefer for block training, which is easier to manage interruptions in regards to the normal operations. The individuals thus, mainly wish to further the personal development programs in the office premises that help to enhance the skills of the individuals. It is important to keep a note on the fact that skill enhancement is very much required for the individuals as it helps to maintain the growth, which helps to measures the self-growth of the individuals (Basal, 2015). Hence, for attaining the personal development programs the individuals prefer to go with after hours, and usually like to avail the options for the distance learning.
This is mainly because it will not create a major impact on their income status and their current employment. Therefore, it can be said that the industries should provide the flexible learning opportunities for the individuals and every organization should come up with the idea to provide full education and training to their employees, which will enhance their productivity (Kim, Khera & Getman et al., 2014). Personal development programs will help to motivate the employees to work better for the organization and not only that it will help to increase the efficiencies of the employees.
1) It mainly allows individuals to make them learn based on their learning capacity
2) It offers the training for the employers that have abilities to accommodate the demands for the business and enhancing the work patterns
3) It is economically viable to all the providers who are willing to have flexible training and it is used best for the available staff.
4) Inflexible training, the number of participants is thus getting increased
5) It provides the accessibility for the wide range for the learners
6) It helps to make the best use for having proper accommodation for the learners
7) It facilitates to develop the responsive and the staff who are flexible in nature. Hence, for maintaining the flexibility the adaptable staffs are required.
8) It maintains and builds the confidence of the learners and it also helps to attain the skill for interdependency
9) It responds to the learning style of the individuals of the distinct learners
10) It increases the power of retention and attendance
11) It generally focuses on to increase the rate for achievement and the rate for achieving the success goals.
12) It enables the employees within the firm for gaining new skills and knowledge
Therefore, it is vital for the firm to introduce the flexible learning programs for the staffs and the employees which will generate the productivity for each employer do that they will participate in the growth and development of the organization. Flexibility training generally is generally affordable and it does not hamper the time working pattern of an individual (Yilmaz, 2017). Moreover, it helps the individuals to acquire the knowledge that is acquired by the flexible training. Thus, flexible training mainly helps to identify the areas to gain the strength and focused on the areas for improvement of the individuals so that they will able to tackle the different issues faced in the organization and within the surroundings.
According to Wanner & Palmer, (2015), there are a different kind of difficulties that are associated with flexible learning such as issues related to privacy and there is an issue related to the copyright also in regards to assess and usability There are the different types of information resources that may directly or indirectly refer to the issues. Thus, it affects the flexible learning. The disadvantages also lie on the fact that it always tries to demonstrate the learning in the specific formats. The learners also may have lesser experiences in order to pace themselves in an appropriate manner (Te et al., 2017). The process of control and responsibility may produce an uncomfortable situation for the inexperienced learners. The time management is very poor that may lead to procrastination and it might produce the ineffective learning experience to the individuals. Student’ management could lead to being resource intensive. These all are the main disadvantages to flexible learning. Therefore, the organizations should implement the effective strategies which will help to mitigate the issues related to the difficulties of learning the mixture (Wilson et al. 2016). This is because it is known that flexible learning helps to provide the good opportunities to the learners so that it will help to present the content in a much newer and innovative way which use the combination of the media and the delivery modes. Hence, the above issues which have been discussed might create a major problem for providing better learning to the individuals so that they can work with stimulations. The privacy issues and the copyright are also the major concern in order to provide the accurate learning to the individuals. Hence, the strategy should be to develop the effective policies in order to mitigate the issues related to the privacy and copyright, which can create major hindrance to the learning communities (Te & Lewthwaite, 2017).
Flexible learning allows distance learning for students, allowing them to study easily using online modes conferring to work commitments. During flexible learning, students are unable to perform and learn academic courses within their geographic area availing online medium (Hamid, Waycott, Kurnia & Chang, 2015). It is more affordable as there are no classrooms, allowing students to save money as they do not have to travel to any institution. It allows students to study at their own pace, form their schedule and notes. Beneficially, students are not under any pressure of homework or exams. They can choose their schedule and time completing each section of course according to their will and time.
The flexible learning stands different from classical face-to-face learning system. The education system is undergoing dramatic challenges from its stage of the sage of ubiquitous place to tertiary educational domain. Flexible learning helps in establishing self-development procedure and entirely depends on learner-instructor interaction (Hamid et al., 2016). In today’s time, it becomes pressurizing as students have to constantly collect notes either from blackboards, miss out class notes, document what teachers are saying. Thereby, in order to develop the social studies learning pattern, students are provided with online tutorials and laboratory sessions. Here, the teaching and delivery become interaction and learning pattern. The online social hub, create social studies forum where notes, lectures, videos, audios are available on the Web. It uses word documents or PowerPoint slides in storing data and sharing it with the students (Kearney, Burden & Rai, 2015). This helps in providing expanded and critiqued notes, fostering discussion and interaction to take place through online chat sessions and debates. The security here belongs to the availability of notes online, without the fear of losing any vital information (Sannino & Engeström, 2017). It connects people from diverse background, shares views regarding their knowledge of history, geography, politics and civics, encouraging dynamic student forum.
Flexible learning and social studies have the intricate relation as it helps in performing discussion and interactions with experts, classmates and other students. Besides, VFT modules are associated with a general curriculum for vocational growth. It provides learning regarding issues, events, situations that are flexible in terms of content delivery and schedule. Teachers in flexible learning help to develop support through digital artefacts, as part of disciplined inquiry (Sannino & Engeström, 2017). Digital simulations of historic places and events encourage students toward skilful learning. It allows students to interact with historians virtually or via two-way video. Field trip activities are conducted utilizing discipline-specific strategies such as historic and geographic analysis and provide scaffolding for students.
1. Flipped learning definitions
Flipped learning is generally defined as the pedagogical approach that gives direct instructions that basically moves against the group learning space directly towards the individual learning space. Thus, individual space of the individual learning directly results in a dynamic space gaining the learning environment in an interactive manner. In a filliped learning classroom the educator guides the students for gaining and understanding the concepts and the knowledge from the subject matter and the creativity is shown through the process of engagement (King et al., 2016).
In the flipped learning activity the student is introduced for preparing content at home. In the flipped learning activity the students have to go through a rethinking process for assessing the resources which are needed the most in a different situation (Lo & Hew, 2017). Suppose the students need some assistance while performing their activities rather than introducing in a rethinking process for the completion of the work, than the revere pattern of solution is taken in a flipped classroom to make the students more active and they will have that eager to generate the level of innovation and bringing the new ideas in the course of given activities (Jeong, 2015). The flipped learning mainly involves the series of repetition so that the students will be aware of the subject matter and they will have the complete access to the classroom videos so that they will able to rethink and prepare the same activities by learning through the videos. The videos are same repeated in the classroom so that the students will be the complete use of that videos and practice under the proper guidance so that the content will be assessed in a proper manner (Seery, 2015). Thus the double assess provides benefits to the students and aims to increase the better opportunities for personalization and provides a precise way of learning. In the model of the classroom, students are provided with the much guidance which is required in gaining the skill and knowledge that is required during the practice session.
Flipped learning came into existence in the early-mid-2000s when the chemistry teacher Jon Bergman and Aaron Sams (Bergmann and Sams 2012) and Salman Khan (TED 2011) the founder of Khan Academy. The concept of flipped learning emerged much earlier than this when in the 1990s, Harvard Professor Eric Mazur created a model of ‘peer instruction’ where a group of students briefly discuss and examine each other, in this teaching practice students explain their own thinking during a lecture over the assignment given by their teachers in a classroom (Roach, 2014). However, this method is very simple and effective for students to engage themselves in studies. Harvard Professor Eric Mazur called it “just in time teaching” (Crouch and Mazur 2001). Technological elements were also included in this method to make it more enlarge. In 2000, An International Conference on College Learning and Teaching delivered a presentation on ‘Classroom Flip’. A dramatic growth of online content creation created a revolution among the students, it delivered collaboration and distributed tools to provide students with a toolkit for flipped learning. Video creation and distribution tools such as Youtube and Vimeo provided them with an opportunity to develop flipped learning on a wide scale. Text-based content in flipped learning is as useful as video content, it is very clear that the interchange of web 2.0 technology and learning method had made flipped learning more valuable in this generation (Nederveld & Berge, 2015). Flipped learning is not strictly applied in higher education (HE) in a demanding way but it had improved the motivation of students and teachers towards learning, it helped in increasing their attendance in class and also improved their grades in all subjects. The University of Queensland in Australia practised large-scale flipped learning to over 1000 students and in the result, they saw measurable improvement among the students, it increased their thinking and learning capabilities (Nederveld & Berge, 2015). The benefits for the teacher are that the lectures are recorded by the teachers, which emphasises the critical ideas that are provided in a curriculum map. Another benefit is that it allows the students rewind and rewatch so that they will enhance their skill and the concept will be clearer (Hwang, Lai, & Wang, 2015). Thus, the flipped learning has the learner-centred approach towards the students which is dedicated to exploring the topics in more depth and creating opportunities for the rich learning.
The flipped learning framework was established on the knowledge of Bloom’s Taxonomy. It implies on to knowledge and social constructivism as the driving force for flipped learning. In fact, the theoretical framework is based on social constructivism (Little, 2015). The figure below explains the learning procedure of the traditional vs. the flipped classroom. The flipped classroom is designed based on cognitive and vocational thinking of students. It aims at integrating higher forms of cognitive thinking through interactive classroom session (Little, 2015).
According to the model pre-class learning is performed online through sharing of required content. It is further illustrated through interactive activities. The social constructivism elements as evident tend to use scaffolding using face-to-face component (Abeysekera & Dawson, 2015). This enables the students to develop the gap between prior learning and classroom activities. The optimal education is achieved and enhanced through student-instructor interactions. It is further accompanied by the student to student interactive sessions, allowing team building, cooperation and involving into dynamic thought process (O’Flaherty & Phillips, 2015). Flipped learning method has started a revolution among the learners of this era of creative and active thinkers; it inverted the classroom-based learning method. Flipped classroom has earned a popular attention in the colleges, but very few researches have been done on it. There is a positive response among the students for flipped learning as they find it more beneficial.
According to the model, students are provided with new opportunities for engagement and learning through the flipped educational process. Blooms Taxonomy sates Problem Based Learning (PBL) techniques in developing pre-class activities (O’Flaherty & Phillips, 2015). It helps students in building regarding thought process, application and synthesis skills and talents. According to the model, there are four elements to be followed in the classroom of flipped learning-
According to Yuksel et al. 2016, the role of the student is quite different, which takes different roles to compare to the normal envision. It can be said that in a flipped classroom the teacher does not give the direct instruction to the students. Their role becomes to be the facilitator that set up content, their main role is also to map out the homework and providing a learning space to the students so that they can explore in a better way. For example, let take an example of Mr William classroom, in which the students generally embracing the learning reins. Before night, he assigned today topics with a short quiz and video on photosynthesis, therefore, in the classroom, the students participated in the various activities and in the meanwhile Mr William checks the progress of his students. Thus, he provides the individualized instructions to every student. If the students have any query and doubt, then for the assistance and support they directly ask the questions to Mr William (Brabazon, 2016).
From the example, we can analyse that the teacher is able to manage his time he still organizing the particular class activities in a better way. However, in this case, he is an active observer who manages and spent more time with the students. Therefore, the student and teacher in flipped learning play equivalent roles in regards to performing the activities. The students are willing to learn and want to grasp the opportunities from the different activities and the teacher providing the better guidance to the students so that the students can enhance their skills in a better way (Dibrell, Craig, & Neubaum, 2014).). However, in this case, the teacher plays a valuable role that mainly focuses on to change the dynamic of the classroom. Their main responsibility is disseminating the knowledge to the students and it allows the teacher to spend the more time to get personalize the learning for every student present in the classroom. In the flipped learning thus, the students get what they want to get and the immense amount of support from the teacher (Langer, 2016).
1) It allows the students to watch and to listen to the lectures at the home and the ability to solve the problems. It also allows them to apply the new knowledge that provided in the classroom which thus the chances of the frustration are less in regards to completion of the homework (Chao, Chen, & Chuang, 2015).
2) Sometime when the student is unable the concept of the new learning, then they can directly ask the questions to their respective teachers and the immediate answers are provided to them by the teacher.
3) The students get the time to explore the subjects in a deeper manner, and when the time spent in the classroom is not enough then the students are allowed to ask the queries solved from their home.
4) Suppose, if the students are unable to attend the classes due to some personal reasons or if they are suffering from the major illness, then the flipped classroom model learning allows the students to catch up with their class friends faster and in an easier way so they grab the learning what has been taught in the class in their absence (McLaughlin et al., 2016).
5) The teacher supports the students by providing better guidance and makes them understand the subject matter for providing clear concepts to the students with the help of the practical application (Sun, Xie, & Anderman, 2018).
6) Suppose when one of the lectures gets complete, then it can be used in the classroom at many times by the teachers until the students’ concepts are not cleared (Brabazon, 2016).
7) It also provides the more freedom to the teachers for deciding the times to decide to spend with each student. Everyone is welcomed in the flipped learning, it may be struggling students, great performers, and the extroverted kids, all of these are allowed to take part in the flipped learning activities (Jensen, Kummer, & Godoy2015).
8) It mainly offers transparency for the parents who will able to identify the problems of their children and what they are learning from the school premises. Therefore, it will enhance the communication between the parents and the teachers by giving them the day to day report of the child to their parent. Thus, it benefits the students in any way so they will able to progress in future (Arkorful & Abaidoo, 2015).
The advantages of flipped classroom learning are as follows-
The students’ get enough amount of time to prepare their tasks; the choices are totally given to the students to prepare their work as long as the deadlines are given to them.
In these, the students have the basic knowledge of particular subjects. It provides the opportunities from getting benefit from the learning material. The study materials are providing students who are willing for accepting the difficult challenges (Gillette et al. 2016). It is important to develop the interactive sessions among student-instructor creating a dynamic platform for sustenance and flexibility.
The student in the flipped learning follows the effective guidelines that are prepared by the teachers. Teachers are able to track the performance and the progress of the students also that they can perform the better results (Van & Kirschner, 2017). The proper solutions are provided to the students so that they will have the clear idea of their struggle and it will allow them to rectify the errors by having the proper concept through the basic knowledge and understandings.
It provides good opportunities for the parents to identify the problem and the difficulties that are faced by their children. It also gives the chance to look into the video lectures that are given by the teachers and its application upon the children. Suppose the children are failed to understand the basic concepts and parents helps their children in regards to that (Kim, Kim, Khera, &Getman, 2014).
If there are advantages, then there are also disadvantages as well.
Sometimes the teacher, as well as the students, faces the technological issues that mean if there is no access to the internet then it creates difficulties in completing the homework in time. Thus, the students if unable to complete their homework, then they face lots of distraction by the others thing (Stanley& Lynch, 2015). Hence, the committee members of the filliped learning should think upon the effective strategy for mitigating the technologies issues that are becoming a severe issue in regards to the accomplishment of the tasks.
In the flipped classroom, the main thing is required is the self-discipline skills and many of the students generally lack that, therefore, the flipped model is only for students who possess the self-discipline skills and the self-discipline skill generally comes from time. It cannot be practised (Karabulut?Ilgu, Jaramillo, Cherrez, & Jahren, 2018).
Sometimes the students suffered from the lack of motivation in terms of preparing their homework and they get easier. The role of the teachers should be to motivate the students so it will be easier for the students to finish their tasks on time, otherwise, it cannot be called as a flipped classroom (Lo & Hew, 2017).
It can be said that flipped teaching is the better way in order to create an active and make an active classroom, which generally enhances the process of the student learning. It generally requires the ability of the students for completing the lower levels of work having the cognitive approach and the much focus is on the classroom application. The classroom application is guided by the teachers so that they guide the students in a much better way. In this process, the teachers are treated as the facilitators, in which the students acquired the lots of information from their respective teachers (Gillette et al., 2016). The interaction in the flipped learning depends upon both ways; first, the teacher discusses the problem with the students and the students’ tries to solve the problems under the proper guidance of the teacher through the engagement of different activities and projects. Flipping is a very good example in order to differentiate a lesson plan (Stanley & Lynch, 2015). The basic assignments are provided to students by the teachers and the different materials are provided to them. The teacher provides the generated videos to the students so they will able to learn and adapt the things quickly. The classroom instructions generally depend upon the lecture based and the students are taught to guide and taught the students effectively. The main disadvantages lie on the fact that some of the students write very fast as compared to others and it creates difficulties in meeting with the pace (Kearney, Burden, & Rai, 2015). In the flipped learning the choices are given to the students so that they can able to absorb the information (Stanley & Lynch, 2015). Some of the examples of the learning the social activities in incorporating the technologies are that
References
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