The Flipped Classroom Approach
Abstract
This paper looks at the incorporation of the flipped classroom approach in video conferencing lessons using such applications as ZOOM. The need for the research is grounded in the fact that using video conferencing to teach lessons has one main drawback, that students may encounter technical problems, which causes valuable class time to be wasted trying to solve the issue and reconnect to the conference call. By using the flipped classroom approach, the ramifications of such events can be weakened. The methodology that was used to understand the use of the flipped classroom approach was to compare lessons that used the approach to ones that did not. The findings of the research show that students who used the flipped approach were better prepared for lessons and were less stressed when a technical problem occurred during a video-conferencing lesson. The takeaway from the research is that there is evidence that the flipped classroom approach is beneficial to students’ learning; however, the amount of extra work needed to prepare may discourage some teachers.
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