1. What advantages and disadvantages do you see to having the teacher and your fellow students available during the time devoted to the more advanced concepts, problems, and applications? 2. In what ways will the flipped class be both harder and easier than a more traditional course?

The Flipped Classroom: Advantages, Disadvantages, and Design Considerations

The flipped classroom is characterized by the availability of the instructor and peers during advanced concepts, problems, and applications. The advantages of this model include individualized instruction, peer learning, and immediate feedback. The instructor's presence allows for tailored guidance considering the student's learning needs, enhancing their comprehension in advanced concepts (Kumar & Ormond, 2023). In addition, peer collaboration cultivates a supportive learning atmosphere. This becomes a disadvantage when the student is not self-motivated and relies on peers or the instructor for direction. However, those dedicated to learning will find themselves at an advantage.

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Teachers design the course in a flipped format to foster engaging pedagogic approaches that prioritize critical thinking, problem-solving, and practical understanding. This method allows students to independently study the fundamental content (Fahimirad & Khonbi, 2020). Therefore, the limited class time is devoted to engaging in complex discussions and activities that promote deeper conceptual grasp and application. By using the flipped classroom, the instructors advance students' comprehension of the topic by allowing them to study and analyze the material independently.

References

Darwish, A., Hosseini, A., Hanley, G., Fatima, M., & Nigel, C. (2022). Flipping the classroom in postgraduate engineering education: Metz methodology versus existing frameworks. Education Sciences, 12(3), 1-18. https://doi.org/10.3390/educsci12030172

Fahimirad, Z., & Khonbi, Z. S. (2020). The impact of the flipped classroom model on performance and motivation of EFL learners. International Journal of Instruction, 13(4), 373-386. https://doi.org/10.29333/iji.2020.13424a

Kumar, S., & Ormond, C. (2023). Using the Flipped Classroom Approach to Improve Comprehension Skills in Senior Secondary English Classrooms. Asia Pacific Journal of Advanced Business and Social Studies, 9(1), 1-14. http://apjabss.org/wp-content/uploads/2023/06/APJABSS-2023-40-1-14.pdf