RESEARCH ON THE FLIPPED CLASSROOM IN MODERN EDUCATIONAL DEVELOPMENT
DOI:
https://doi.org/10.18173/2354-1075.2026-0014Keywords:
Flipped Classroom, constructivist theory, active learning, cognitive load theory, multimedia learningAbstract
Drawing on an analysis of the historical development and dissemination of the flipped classroom (FC), this study argues that the FC is the product of multiple educational theories. The article examines four theoretical strands: constructivism and social constructivism; cognitive load theory and multimedia learning; active and experiential learning; and Bloom’s taxonomy of cognitive objectives to explain the mechanisms underlying the phases of the FC. It also identifies practical challenges, including misconceptions during self-study when timely support is lacking, cognitive overload resulting from suboptimally designed materials, difficulties in coordinating group activities, and constraints on achieving higher-order thinking when learners’ preparation is insufficient. The analysis suggests that the effectiveness of the FC depends on alignment between theoretical foundations, pedagogical design, and implementation conditions. The study calls for clearer principles of material design, cognitive load management, and quality assurance in classroom coordination to support a cautious and well-grounded adoption of the FC in higher education.
Downloads
References
[1] Tsai H & Wu J, (2020). Bibliometric analysis of flipped classroom publications from the web of science core collection published from 2000 to 2019. Science Editing, 7(2), 163-168. https://doi.org/10.6087/kcse.212
[2] Lage MJ, Platt GJ & Treglia M, (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The Journal of Economic Education, 31(1), 30-43. https://doi.org/10.1080/00220480009596759
[3] Bishop J & Verleger M, (2013). The flipped classroom: A survey of the research. 2013 ASEE Annual Conference & Exposition Proceedings. https://doi.org/10.18260/1-2--22585
[4] Akçayır G & Akçayır M, (2018). The flipped classroom: A review of its advantages and challenges. Computers & Education, 126, 334–345. https://doi.org/10.1016/j.compedu.2018.07.021
[5] King A, (1993). From sage on the stage to guide on the side. College Teaching, 41(1), 30-35. https://doi.org/10.1080/87567555.1993.9926781
[6] Mazur E, (1997). Peer instruction: A user's manual. Pearson.
[7] Baker JW, (2000). The “Classroom Flip”: Using web course management tools to become the guide by the side. Paper presented at the 11th International Conference on College Teaching and Learning, Jacksonville, FL.
[8] Bergmann J & Sams A, (2012). Flip Your Classroom: Reach Every Student in Every Class Every Day (pp. 120-190). Washington DC: International Society for Technology in Education.
[9] Abeysekera L & Dawson P, (2014). Motivation and cognitive load in the flipped classroom: Definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1-14. https://doi.org/10.1080/07294360.2014.934336
[10] Huang H, Chou C, Leu S, You H, Tiao M & Chen C, (2020). Effects of a quasi-experimental study of using flipped classroom approach to teach evidence-based medicine to medical technology students. BMC Medical Education, 20(1), 1–9. https://doi.org/10.1186/s12909-020-1946-7
[11] Piaget J, (1952). The Origins of Intelligence in Children. New York, NY: W.W. Norton & Co. https://doi.org/10.1037/11494-000
[12] Joseph MA, Roach EJ, Natarajan J, Karkada S & Cayaban AR, (2021). Flipped classroom improves Omani nursing students performance and satisfaction in anatomy and physiology. BMC Nursing, 20(1). https://doi.org/10.1186/s12912-020-00515-w
[13] Vygotsky LS, (1978). Mind in society. The development of higher psychological processes. Cambridge: Harvard University Press.
[14] Sweller J, (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257-285. https://doi.org/10.1207/s15516709cog1202_4
[15] Mayer RE, (2009). Multimedia Learning. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511811678
[16] Bonwell CC & Eison JA, (1991). Active learning: Creating excitement in the classroom. 1991 ASHE-ERIC higher education reports. ERIC Clearinghouse on Higher Education, The George Washington University, One Dupont Circle, Suite 630, Washington, DC 20036-1183.
[17] Meyers C & Jones TB, (1993). Promoting Active Learning. Strategies for the College Classroom. Jossey-Bass Inc., Publishers, 350 Sansome Street, San Francisco, CA 94104.
[18] Prince M, (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223-231. https://doi.org/10.1002/j.2168-9830.2004.tb00809.x
[19] Awidi IT & Paynter M, (2019). The impact of a flipped classroom approach on student learning experience. Computers & Education, 128, 269–283. https://doi.org/10.1016/j.compedu.2018.09.013
[20] Altas EA & Mede E, (2020). The impact of flipped classroom approach on the writing achievement and self-regulated learning of pre-service English teachers. Turkish Online Journal of Distance Education, 22(1), 66–88. https://doi.org/10.17718/tojde.849885
[21] Kolb DA, (2015). Experiential learning: Experience as the source of learning and development (2nd ed.). Pearson Education.
