¿Cuáles son las ventajas del flipped learning en el aula?

As per my understanding and practice (though it was very difficult initially and more so to get it right, and continue with the same) flipped learning is asking students to take charge of their experiences. They are focusing on the tasks assigned with their abilities and complete the same as per their experiences. This helps teachers - rather co- learners to interact, share, discuss, work collaboratively and use collective wisdom for expanding the horizon of learning. The shift is from teacher driven work to taking more responsibility by the learner.

Besides creating an active learning goal for students; flipped learning also develops individual work given to be done outside the classroom; hence students are evaluated individually for the work and not by group work as group is often done by few students and the rest skipped doing the work . Despite this they then get a group grade which is applicable for each student; whether they contributed in the assignment or not !

Flipped learning has been an invaluable approach in my classroom, offering personalized and flexible learning experiences for my students. By providing pre-recorded lectures and materials for home study, students can engage with content at their own pace. This method allows more time in class for interactive discussions, problem-solving, and one-on-one support, fostering deeper understanding and critical thinking skills. Additionally, it encourages self-responsibility and independence in learning, leading to higher student engagement and better retention of the material.

So many advantages. It takes practise for teachers to deliver this effectively but essentially, students come to class 'pre-loaded', which means their motivation is so much higher and they can hit the ground running right at the start of the lesson.

Flipped Learning gives students agency on their learning, and this is the most important benefit. Students feel more motivated when they take the responsibility of their learning. Moreover, they can adjust their pacing, their access to the content and they may have the opportunity to fill the gaps in their knowledgebase.

Flipped learning possesses extraordinary value for learners. It needs to be presented correctly though. Many students will detach when presented with a reduction in classroom teacher contact. You must frame it as an opportunity to receive feedback and coaching to prepare for external challenges.

I started using the concept of a "flipped classroom" back in 2006. As an elementary music educator, I only had 30 minutes a week with my students. This is when I started experimenting with web design. I designed a class website for my students, parents, and local community. Most importantly, I created practice videos for both vocal and instrumental techniques. Since I didn't really give out grades, persay, I had to offer other incentives for student participation. I must say the results were outstanding. Students were practicing on their own, even without being incentivized to. Their technique, sight reading skills, & musicianship went through the roof! I've been a strong advocate of flipped classrooms ever since.

Every approach or innovation has its merits and demerits. Flipped learning in a classroom is more inquiry-based learning. Both teachers and students benefit in varied ways when there are defined prerequisites that a learner needs to follow. Say, watching a video digitally before attending the next class, exploring subjects in a deeper manner. Students ask their teachers for specific explanations of the concepts they don't understand. Learners can catch up with their peers faster and easier with this kind of approach. They get more time to discuss their doubts with teachers.

In the humanities especially this approach is incredibly useful. Each student comes to class with their own ideas, not hampered by their teachers perspectives. This agency leads to robust discussions and from then greater understanding

In my classes, I implement my method of In-Class Flipping, where I rarely teach in front of the class. All students watch videos and work on the exercise sets at the end of each video. What I do instead is that I walk around to monitor and track their progress and provide descriptive feedback or assistance when they need, on one-on-one basis. It helps to build positive relationships based on mutual respect. Students love to have my attention on one-on-one; they ask questions that they would not dare ask in front of everyone, we have robust discussions on the content, or even mini-teaching sessions.

When getting started it takes time to flip the content so the first time round you won't be able to have fantastic activities in every lesson. Target key points in the program for planned active learning tasks and in other lessons make the most of class time by engaging positively with students, promoting discussion and fostering collaboration. As you iterate the course, less time is required to make/ find videos and the number of fantastically structured active learning tasks increases.

Collaboration can be powerful (though the results are frequently more gendered than people are willing to admit) but you must ensure that there's an active engagement with the flipped content. Otherwise imbalances and incongruities occur.

Increased independence is a key skill fostered by flipped learning. As students engage with diverse learning resources independently, they develop self-directed learning habits, which are crucial for lifelong learning and success in various educational and professional contexts. This autonomy not only strengthens academic skills but also prepares learners to navigate the evolving landscape of digital tools and collaborative platforms, enhancing their overall adaptability in the modern workforce.

Flipped Learning is an excellent tool to address the needs of all kinds of learners and give them autonomy. This method also allows students to exercise more control and participate in their learning process. Students interact very differently when using flipped learning to traditional methodologies

In my opinion, flipped classrooms allow students to develop the soft skills that will be more transferable in the working world. Students learn to learn for themselves, how to research, how to think critically, and then when coming back to the classroom, to collaborate, to communicate what they have learnt. It will, however, require support for students to transition to this style of teaching, compared to the traditional classroom they are used to.

In my experience as an ESL tutor, one of the best ways to flip learning is to provide lesson booklets and digital revision cards. Students can preteach themselves the vocabulary for the lesson, allowing them to maximize talking time actually using the words. Students can get familiar with the grammar points so they can bring questions and misconceptions to the lesson to hone their understanding. And digital revision cards have audio, so students can perfect their pronunciation of single words. The lesson focus can be on higher-level pronunciation in connected speech. Flipping the classroom is also an inclusive way of teaching and tutoring. It allows students access to the content to revise as often as they need to.

This experiential aspect is about the best part of flipped learning to me. You can engage learners in the professional actions of their subject domain.

This is particularly important for diverse learners. One student may require additional time to digest and learn a concept while another much less time. In a classroom setting so called slower learners are often reluctant to ask more than once for a concept to be explained again, thereby creating a gap however, no such issue exists at home.

Flipped learning in the classroom allows students to engage with instructional content at their own pace (and in their own way) outside of class, leading to personalized education paths. This approach frees up classroom time for hands-on activities (which make learning "sticky", fostering a deeper understanding through practical application. It also maximizes the use of educational resources, as teachers can offer more individualized attention and address diverse learning styles. By inverting the traditional teaching model, flipped learning tailors education to student needs and makes efficient use of time and educational materials.

This works particularly well in my GCSE tuition groups when we are focusing on exam practice. Each student has their own area that they wish to focus on so a whole-class approach won't work in this situation. By giving them the personalised revision resources they want to focus on before the session, they can then apply that to their specific exam question in the session. My role then becomes a facilitator to ensure they are managing the content effectively in answering a question.

Customized learning in a flipped classroom model enriches science education across diverse regions like China, the Middle East, and the UK. This approach tailors content to each student's needs, using online resources for foundational learning and classroom time for interactive activities. Incorporating multiple languages through bilingual materials and technology bridges linguistic gaps, making science more accessible and engaging. Educators need to consider students' linguistic abilities, using adaptive online tools for a more inclusive, effective learning environment. This method fosters deeper understanding and global engagement in science education.

Every learner operates differently, and I believe it to be highly advantageous to have adaptive learning modalities to customise/tailor the experience per individual. This may come in the form of written materials, videos, audio, however I believe for most students experiencial learning has the best impact. Yet, even with experiential learning the experience, it maybe adjusted for each learner appropriately.

The chance to ask questions and to participate in additional avenues is extraordinarily precious. Students feel support directed individually at them has tremendous additional value and they devote more effort to follow through with it.

From my perspective, flipped learning acknowledges the unique learning styles and paces of individuals, recognizing that people absorb information effectively through various mediums. This approach caters to diverse personalities, such as extroverts and introverts, and accounts for varying levels of confidence among learners. It provides a flexible learning path, allowing students to choose how they engage with the material. Furthermore, flipped learning dramatically improves access to clarification and opportunities for questioning. This method can be highly effective if students are motivated to engage with the material before the instructor-led sessions, enhancing their learning experience.

Flipped Learning gives more control to students on their learning; they can => adjust their pacing to master the content, => work on the content to fill in the gaps in their knowledge base, and => revise the content when needed.

As the global lead for community-based work at a large international organization, we needed to train thousands of trainers. Instead of having them come together face-to-face at great expense to learn knowledge, skills and behavioural content, we first sifted out the nice-to-know content to ensure our training was laser-focused on the need-to-know. Second, we moved all knowledge-based content online into e-courses as a preparation tool before inviting them face-to-face, as well as for refreshing knowledge during and after the training. We could then reduce our our face-to-face (FtF) time in half and used that time for demonstration and practice of skills with feedback loops, and use of behaviour-change-based methodologies best done FtF.

I disagree with the statement, flipped learning is harder for the teacher, the teacher must produce multiple modalities of education, live, online, experiential etc. However the impact of the student is greater which in the long-term will likely reduce the burden on the educational institute taking time, money and resources.

While acknowledging the potential benefits of flipped learning, some critics argue that the emphasis on online content delivery may exacerbate the digital divide, leaving students without reliable internet access at a disadvantage. Additionally, concerns exist about the assumption that more interactive and experiential activities will consistently lead to better learning outcomes. It's essential to consider the accessibility challenges and the varied impact on student engagement and understanding before fully endorsing the efficacy of flipped learning in all educational contexts.

If I can share my material with other learners as well as the ones I teach directly I've extended myself past my own classroom. It is worth consideration for all of us who teach or are educational leaders.

Flipped learning optimizes resources by leveraging both online and offline environments. Online, students access lectures and materials at their own pace, fostering deeper understanding through self-guided study. This frees up valuable classroom time for interactive, practical activities. Offline, in-person sessions become more dynamic, focusing on discussions, problem-solving, and hands-on experiences. This blend enriches learning, as theoretical knowledge is immediately applied and contextualized. Instructors can also dedicate more time to individualized support, addressing specific needs, and reinforcing learning. Using digital and physical resources efficiently results in a more engaging and practical educational experience.

Another way of looking at this is sensitising students to the learning content and material that will follow. This enables students to start making associations and meaningful personal connections to the subject matter before it is introduced synchronously. Most teachers already do this (e.g. "tomorrow we are going to build on this by.../look at the opposite view.../explore how this....") but converting these "outros" into "intros" by also setting a mini-task or thought assignment is really effective. I am sure there are motivational benefits of doing this in terms of dopamine (priming and purpose) and norepinephrine (curiosity and relevance) but I need to learn and read more on this.

From my personal experience, I have found the flipped learning approach to be particularly advantageous in the classroom, especially for learners facing challenges such as language barriers or other learning difficulties. Providing access to learning materials in advance allows these students to engage with the content at their own pace. Consequently, this approach enhances their participation in class and positively impacts their overall academic outcomes.

I don't think I can truly buy into a humanities class that isn't somewhat flipped now. This is strictly from a tactical perspective alone. There are limited authentic products produced by students outside of a classroom setting.

Just try, give it a shot and ask for feedback from the learners. If custom experiential learning is applied to the student then you will likely see improvements to retention, comprehension and real-world application of the content .

While recognizing the potential benefits of flipped learning, it's crucial to address the increased demands on teachers. Some argue that the time-intensive nature of creating online content and managing individualized student engagement might overwhelm instructors. The expectation for educators to continuously adapt, innovate, and cater to individual learner needs may lead to burnout and hinder the promised improvement.

Flipped classrooms doesn't align with my teaching style... I am happy to provide lesson material before the lesson as it helps students digest the content but I wouldn't make it an expectation. Students learn in different ways and I enjoy unpacking the content with the students and helping them get to their "ohhhhhh I get it now" moment :)

Yes and no. Flipped learning works in primary for those who have gaps and parents who are eager beavers; however, it is a huge time constraint overall on me as a teacher, especially if that material is then not engaged with

Flipping the classroom works only when all the students do the readings, watch the videos, etc. It's a goal, not a technique of its own. We all want a flipped classroom where the focus can be on discussion, comprehension, and application. But seasoned instructors know they need to be able to pivot to presenting material and explaining key ideas when students either haven't all prepared, or just found the material too challenging. That ability to shift teaching methods to match the room is what strong teaching is all about.

FL gives students agency on their learning. Even if there is no other advantage, this alone is more that enough. It may not be easy to plan and implement FL, but it is not any more overwhelming that regular workload. Besides, you plan and prepare for once, after which you simply make small adjustments to your structure. My method of In-Class Flipped Mastery allows me to => give students agency over their learning via pace and content, => provide continuous support and guidance on one-on-one basis, => build positive relationships with students, each of which helps improve their learning. Research has shown both ways about FL. The problem is that they consider FL as a learning approach, except that it is not. It is a meta-approach.

Flipped classrooms are excellent for learners to take ownership, have agency, explore and foster curiosity, with positive effects on retention and understanding. This kind of learning also prepares learners for the kind of continuous learning they will need to be able to cope in the rapidly changing real world. It is a pity that so much education is still designed for the industrial revolution-era workforce.

Another thing I have also found helpful is how it enhances learners' relevant prior knowledge. In most cases, students don't get the chance to activate their prior knowledge due to the time constraints in the classroom. With a flipped classroom, they can build connections relevant connections with content before the face-to-face instruction.

The flipped classroom approach is a great way for teachers to get more time in with there students in small groups and or 1 on 1. By allowing students time to digest content ahead of time and come in with questions, teachers can target students who need more assistance and allow other students to be more autonomous and work ahead.

Why is the title of this article “What are the advantages?” Why can’t we think more critically and deeply about educational fads? The framing of the question is problematic. There are plenty of documented DIS-advantages of flipped classrooms, including that the notion itself has many false, embedded assumptions about non-flipped classrooms; for instance, it assumes that students can just “passively listen” to skill videos in the evening and that this is somehow better than dialogic approaches in a classroom? Flipped classrooms are incredibly difficult to manage, and there’s also virtually no peer-reviewed, expert, independent research that they have any affect whatsoever!