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“Learning theorists believe that flipped classrooms help students learn and retain more than standard lectures. Without the pressure of producing content, educators may teach students how to solve problems and apply knowledge to real-world issues. Flipped classroom proponents believe students will spend less time being diverted and more time using material through critical content-processing activities. Flipped classes are being promoted for various reasons as educators abandon the lecture paradigm. Academic rigour, motivation and student learning are the leading causes for incorporating flipped models”. (Talavera et al., 2022 p.289) Instructors have often complained about pupils arriving to class unprepared. Flipped classrooms encourage student preparation and attendance through active learning. In flipped classrooms and technology-enhanced classrooms, in-class activities based on pre-tasks motivate students to accomplish tasks and join the class to learn more. Flipped classrooms can improve student learning and preclass activities. To be regarded as successful, each educational system must demonstrate that academic achievement is improved. Fructuoso et al. (2022) note numerous examples of learning achievements in other sectors. However, research on flipped classroom approaches in language education is still very much in inception, and most learning studies have been conducted on a limited scale.
Compared to the number of hours spent studying science, language education is thought to make up a minor fraction of higher education. Students are having a more challenging time learning English due to this condition. Some colleges adopt online instructional approaches as a solution to this problem. A further issue is that classroom strength is high in the Indian context. Effective online and flipped models are required in this situation. Significant adjustments were made due to the current effort to include flipped learning in higher education, which impacted the learning approach in many ways. Contradictory results have been observed in previous research studies spanning over ten decades of studies on flipped learning. A review of the literature on flipped classrooms in a university environment was undertaken to thoroughly understand the implementation of teaching methods in a higher education context. The prior research's extensions of the traditional flipped classroom paradigm served as the basis for this study. This study's results indicate that using flipped classrooms is recommended primarily to improve students' performance, understanding, success and other learning outcomes.
The challenges of designing the multimedia materials and the amount of time needed for instructors to develop the instructional methods and for learners to comprehend them are the main challenges of this approach. Other critical insights for the additional research were highlighted, along with recommendations for policymakers. “Flipped classrooms, often reversed classrooms, have gained popularity in higher education during the past few years. In a regular classroom, a teacher often uses direct instruction to present instructional material to the class. Students are given homework to complete outside of class time after the lesson” (Loizou, & Lee, K. 2020, p.44).
In comparison, in a flipped learning environment, educational material is recorded on video and given to students as homework to watch before class. The remainder of the face-to-face time is devoted to active learning activities like a conversation, peer cooperation, problem-solving, and discovery. As a result, a course's standard lecture and homework components are switched around, according to Yousufi (2020). The basic idea behind the flipped classroom is to provide leverage before instruction and optimise the valuable in-class time available for cooperative learning (p.91).