A flipped classroom is an instructional strategy and a type of blended learning that reverses the traditional learning environment by delivering instructional content, often online, outside of the classroom. It is one such learning strategy that creates learning through technology, especially online video media, which helps reduce lecture time and increase the time for in-class activities where learners can learn cooperatively through practice (DeLozier & Rhodes, 2017; Jovanovi, Ga sevi, Dawson, Pardo, & Mirriahi, 2017).

Go-Lab can support flipped classrooms by letting students gain exposure to new material outside of class, e.g. via reading or lecture videos and then using class time to do the harder work of assimilating that knowledge, perhaps through problem-solving, discussion, or debates. Go-Lab opens up increasing possibilities for students to explore, share, and create content. In addition, a flipped classroom has also been shown to promote not only students' sense of responsibility for their own work and self-regulation in assignment submission, but also their responsibility toward group assignments and classroom activities.

The idea of flipped learning builds on the work of inverted classrooms (Lage, Platt &Treglia, 2000) and peer instruction (Crouch & Mazur, 2001). The idea gained momentum around 2010. Although the idea developed from a different background, flipped learning combines well with inquiry learning as both emphasize learner-centered and active learning and strive to lessen in-class direct instruction. This is achieved through out-of-class activities that support the in-class activities and use of in-class time for activities that benefit most from teacher-student and student-student interaction (e.g. guidance, collaborative work, discussion).

The letters in FLIP

F-lexible Environment: That allows students to interact and reflect on learning and allows the teacher to observe, monitor and support students where needed.

L-earning Culture: A learner-centered approach that uses the in-class time to create rich learning experiences exploring topics in greater depth and give students opportunities to engage in meaningful activities

I-ntentional Content: Design content to maximize active learning. Determine what students can do on their own and where teacher-student and student-student interactions are important.

P-rofessional Educator: the learner-centered approach makes the role of the teacher even more important. While they take a less visibly prominent role in the classroom, they are essential for (Flipped) Learning (e.g. they observe their students, provide them with feedback, and facilitate discussion).

Flipping the Classroom and Go-Lab

In ILSs: Identify how ideas from flipped learning fit with the ILS. Design in-class time for actively engaging students (with your guidance) and make explicit connections between the in- and out-of-class activities.

Orientation & Conceptualization (out-of-class): Often these phases include background materials (e.g. reading, videos) and small activities that could be flipped (make students’ effort visible, e.g. quizzes, concept map, padlet).

Investigation (in-class): Especially younger students may need teacher (and peer) support in this phase. Use students’ out-of-class work (e.g. observations, quiz, concept map, hypotheses; these may also reveal students in need of support) to create shared understanding at the start of the investigation.

Conclusion (out-of-class): While discussing about the conclusion maybe valuable, using in-class time for reporting may not be time well spent.

Discussion (in-class): But the reports and conclusions provide valuable ingredients for productive in-class discussions.

References & Further reading

Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Eugene, OR: International Society for Technology in Education.

DeLozier, S. J., & Rhodes, M. G. (2017). Flipped classrooms: A review of key ideas and recommendations for practice. Educational Psychology Review, 29(1), 141e151. https://doi.org/10.1007/s10648-015-9356-9.

Lage, Platt &Treglia (2000). Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment. The Journal of Economic Education 31(1):30-43