Journal of English Language Teaching

Flipped Learning: A Literature Survey on why the Approach is in Question

Manish Kumar

Assistant Professor, Department of English, GLA University, Mathura

Keywords: Flipped Learning, Student-centred Learning Approach, Learners’ Role and Responsibility, Teachers’ Role and Responsibility, Perceptions of Stakeholders

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Abstract

The concept of ‘Flipped Learning’ came with a change in approach to teaching. Contrary to a traditional classroom, a flipped classroom is seen as student-centred. Initially FL began with supplying online learning materials with easy access for the students absent in the class. It has been effective in supplying all students with learning materials and thus, making them responsible for learning. Class time could be expanded and utilized for one to one interaction.  Other advantages are also there. A learner-centred class not only engages learners with their flexibility in learning activity but also promotes collaboration among them.

It spite of a number of advantages, flipped classes are not liked by many of the learners, teachers and parents. Some of the flaws are quite obvious, such as, traditional mindset of learners, teachers and administrators, inadequate technology in low-income schools, learners’ dislike and disinterestedness in active participation, larger workload for the teacher in managing students working on multiple assignments of varied standards, standardized testing, and so on.

The present paper is an attempt to provide observation-based detailed insight of how this innovative and technology-driven approach of learning and teaching outside of the classroom with teacher in the role of a facilitator is perceived by the stake-holders, consider pros and cons of this approach in this digitalized era and ultimately to find an answer to why the approach is in question.

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References

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