Abstract
An evolution is occurring in teaching and learning. Teachers are striving to incorporate innovative strategies to engage learners. Learners are pursuing educational strategies that foster independent and group learning. Flipping the classroom is at the forefront of this evolution. Within this paper, multiple definitions of flipping the classroom are introduced. Central to the definitions is the common thread that learners conduct pre-class reading in advance of the class. The theoretical backgrounds of Constructivist Learning Theory and Experiential learning are discussed as tenets of the flipped classroom. The influences of the flipped classroom are analyzed from the perspective of Talbot (2014) central aspects of the foundation of a flipped classroom: (1) Highly structured pre-class assignments; (2) Means of accountability; (3) Well-designed sense making activities; and (4) Open lines of communication. Last, advantages and disadvantages from the teacher and learner perspective are described.
Key Words: teaching, learning, flipping the classroom, constructivist learning theory, pedagogy
