Keywords
Abstract
The flipped classroom model reverses traditional teaching by having students learn theoretical content at home and engage in interactive, practice-based activities in class. This approach promotes active learning, placing students at the center of the educational process while teachers act as facilitators. It allows learners to study at their own pace, review content multiple times, and apply knowledge through problem-solving and discussion. Its flexibility and adaptability make it effective for diverse student groups, supporting a holistic and meaningful learning experience.
References
1. Deng, F. (2020). Research on the flipped college English cass based on - Knowledge Internalization‖. Journal of Language Teaching and Research, 11(3), 467–472. Available at: https://doi.org/10.17507/jltr.1103.15
2. Junio, D. A., & Bandala, A. A. (2019). Innovating academic writing through flipped classroom instruction. Paper presented at the 2019 IEEE 11th International Conference on Humanoid, Nanotechnology, Information Technology, Communication and Control, Environment, and Management (HNICEM), Laoag, Philippines, November 29-December 1.
3. Seedoyal-Seereekissoon, D. (2019). Flipped classroom versus traditional teaching and learning from students’ perspective at interdisciplinary level: Case study at Middlesex University Mauritius.
4. Shapran, O. (2019). Features of using “Flipped Learning” technology in higher education institutions. Professional Education: Methodology, Theory and Technologies, 9, 226-243.
5. Valerjevna, K. N., Paul, V., Pavlovna, V. N., Anatoljevich, B. A., Aleksandrovna, V. E., & Aleksandrovna, B. A. (2020). Inverted classroom as innovative international educational technology in teaching doctors in global challenges era. In J. Veber & L. Guzikova (Eds.), Proceedings of the New Silk Road: Business Cooperation and Prospective of Economic Development (NSRBCPED 2019) (pp. 755–760). Paris: Atlantis Press.