Flipped classroom is an element of blended learning and it is the reverse of the traditional classroom. The students do not listen to the lectures delivered in the classroom but outside the classroom through online video lecture. The teachers record themselves explaining the subject or get videos from free website such as Youtube to share with students to be watched outside the class. The flipped classroom has several advantages; students become more motivated and confident while discussing in the classroom because they have prepared by watching video lectures before coming to class, the classroom activities become more student-centered rather than teacher-centered because the teachers just act as facilitators. However, some disadvantages are also found in the flipped classroom It is a new model of learning and not all teachers and students are ready to apply it. This paper will briefly explain the use of flipped classroom as a new model of teaching-learning activity.

Flipped classroom is an element of blended learning and it is the reverse of the traditional classroom. The students do not listen to the lectures delivered in the classroom but outside the classroom through online video lecture. The teachers record themselves explaining the subject or get videos from free website such as Youtube to share with students to be watched outside the class. The flipped classroom has several advantages; students become more motivated and confident while discussing in the classroom because they have prepared by watching video lectures before coming to class, the classroom activities become more student-centered rather than teacher-centered because the teachers just act as facilitators. However, some disadvantages are also found in the flipped classroom It is a new model of learning and not all teachers and students are ready to apply it. This paper will briefly explain the use of flipped classroom as a new model of teaching-learning activity.

Flipping the classroom or inverted teaching is a response to the idea that class time can be used to engage students in learning through active learning techniques, rather than through delivering lectures along. Flipping the classroom is the process of replacing traditional lectures with more student-centered learning strategies, such as active learning, discussion, problem-based learning, and another form so group work and peed instruction. This article explores the concept of the flipped classrooms and their key elements. This article also explains the features and models of flipped classroom instruction.

Advocates for the Flipped Model Classroom (FMC) suggest that through the implementation of this reverse teaching model, students will gain a deeper understanding of the concepts being taught and that the learning environment will change from passive to active through interactive pedagogical approaches. In 2014, this approach to teaching was trialled in the Preparation Skills for University course on the Bundaberg Campus of CQUniversity within the Skills for Tertiary Education Preparatory Studies (STEPS) program. The goal of the research was to evaluate this model of teaching in order to identify the benefits and pitfalls to the students and the lecturers. Data was collected through four sources: GoSoapbox, student evaluations, class rolls, and lecturer reflections. Peer interaction was identified as possibly the most positive element of the classroom atmosphere and students as well as lecturers found that students felt empowered to step out of their comfort zones and became more engaged with the content. However, from the educators' perspectives, there were obvious gaps from the written explanations to the actual application in the classroom. The implementation of the FMC was not based on a clearly defined framework and the researchers suggest that this may lead to this approach being introduced haphazardly. Therefore, it is recommended that a framework be established that will safeguard this model of teaching to ensure this approach to classroom instruction remains consistent whilst remaining interactive and engaging.

The flipped classroom approach is becoming more widespread across K-12 and higher education classrooms. This blended learning instructional model has been found to be effective in engaging learners, creating active learning experiences, and providing students continual access to course materials. By completing these types of active learning experiences, students receive personalized learning opportunities that are more conducive to their academic needs. Through this instructional approach, educators are considered guides on the side instead of a sage on the stage. There are a vast array of advantages and disadvantages to integrating flipped classroom approaches. However, researchers have discovered that flipped classrooms are effective instructional methods that are well received by students but need to be designed carefully to ensure that learners review all required course materials prior to completing in-class activities.

Abstract:-The traditional classroom has applied the “I Achieve”, “You Achieve”, “We Achieve” as an approach for teaching and learning for many years. The flipped classroom turns around the table. The teacher utilizes “You Achieve”, “We Achieve”, I Achieve” as a substitute. Flipped classroom “upturned” classroom where homework, investigation and further readings occurred in the classroom. In addition, students involved in preliminary class activities at home such as watching lesson videos, PowerPoint and summary readings. After this, students come to class not as students but as “teachers” ready to start solving problems, probing solutions and appraising text. However, the flipped classroom is still very new in the teaching profession as a strategy for teaching. Although, it has been in use from primary school to the higher institution in many nations of the world. As with most strategies, the flipped classroom has numerous ways of application in schools. This paper is a position paper on the flipped classroom. It studies and illustrates the implementation and perception of the flipped classroom. Furthermore, the paper provides various methods of implementation and tools applicable in a flipped classroom. Also, the explanation was given on the merits and demerits of the flipped classroom as applicable to all teaching techniques. Keywords: Flipped classroom; teaching techniques; pedagogy

Flipped learning (FL) in mathematics has recently attracted considerable interest around the world. It raises the question of whether humanist perspectives, such as freedom, dignity, and potential of humans, should have a higher profile in teaching and students' learning in mathematics. This article has used data collected from an open questionnaire where 33 Finnish teachers illustrate why they flip their learning culture in the first place and what are they worries about flipping. The main aim of this article is to offer theoretical and emotional support for teachers' enthusiasm to change their learning culture in a more student centred approach and raises the discussion about what flipped learning really is. What are its pedagogical assumptions? After strengthening our theoretical understanding about why flipped learning seems to be functioning so well we can also better understand what is central in the approach to what we are trying to achieve by applying it. Abstract. Il Flipped learning (FL) in matematica ha recentemente riscosso grande interesse a livello mondiale. Ci si pone l'interrogativo se valori quali la libertà, la dignità e il potenziale umano debbano avere un maggior rilievo nell'insegnamento e nell'apprendimento della matematica. Il presente articolo si basa su un questionario aperto nel quale 33 insegnanti finlandesi illustrano il motivo per cui capovolgono il loro habitus di insegnamento in primo luogo e quali sono i loro dubbi a tal proposito. Lo scopo principale di questo articolo è quello di fornire sostegno teorico ed emotivo agli insegnanti al fine di favorire un cambiamento nel modo di apprendimento che divenga più centrato sul discente e al contempo fa emergere la discussione su cosa si intenda realmente per Flipped Learning e su quali siano i suoi presupposti pedagogici.