Opinion Pieces 
 

 
Compass: Journal of Learning and Teaching, Vol 11, No 1, 2018 

 

Flipped classroom: a student experience 

Fon Yan Li, Gemma Boden 

University of Greenwich 

 

 

Supported by Bergman and Sams (2014), the Flipped Learning Network (2014) defines 

‘flipped learning’ as a pedagogical method “in which direct instruction moves from the group 

learning space to the individual learning space, and the resulting group space is transformed 

into a dynamic, interactive learning environment where the educator guides students as they 

apply concepts and engage creatively in the subject matter.” 

It is an approach that changes the conventional constructs of a classroom. Successful 

implementation relies on three components: collaboration, student-centred learning and 

optimised learning spaces (Bergman and Sams, 2014). In a traditional setting, the student 

would be presented with learning material for the first time, whereas in a flipped scenario, 

the student is required to engage in preliminary learning. This familiarises them with the 

content before the lecture, creating a session that encourages questions and debate, rather 

than one where learning depends solely on the educator’s delivery. Often, thanks to such 

prior preparation, students will have studied such a wide spectrum of different aspects of the 

subject from a range of sources, that the learning during the lecture – of both individual 

students and of the class as a whole – is enriched (Kumah, 2015). The resources used in 

the deployment of flipped learning vary in accordance with the topic taught. Video may be 

recommended (its application commonly associated with the practice of flipped learning), but 

it is not pivotal; it should instead act as a gateway to further and deeper learning and the 

practitioner should remain focused on the reclamation – for the most effective use – of the 

time spent in class (Bergman and Sams, op.cit.). 

My first experiences of flipped learning, a new concept to me despite my previous higher 

education (HE) studies, were positive. The cohort was large, comprising more than fifty 

student paramedics aged from eighteen to forty and representative of a diverse scope of 

knowledge and experience: some with backgrounds in healthcare, some having changed 

career from a different industry altogether and some fresh out of college. The requirement 

for pre-learning ensured that the students entered the classroom with similar levels of topic 

understanding and it helped to eliminate that sense of trepidation and vulnerability which a 

more traditional teaching environment can induce in participants. We were asked to do such 

prior learning as specific recommended reading and the viewing of topic-related videos. The 

increased level of enthusiasm and student engagement was noticeable. Incorporated 

technology and media became fundamental aids for students whose learning styles did not 

favour the didactic approach. For instance, Prezi was a novel alternative to the standard 

slide show and Kahoot! quizzes necessitated active participation – to take part in these, 

students found themselves encouraged to use their mobile devices, something they might 

well have found at odds with the usual imposition of restrictions in class. With points 

awarded for correct answers and speed, and with a much-coveted ‘Curly Wurly’ reward for 

the top three players on the leaderboard, it is not hard to understand that students 

completed pre-learning tasks without demur. As you can imagine, in a class consisting of 

fifty-seven students on a full-time course, it wasn’t long before competitive instincts kicked in, 



Opinion Pieces 
 

 
Compass: Journal of Learning and Teaching, Vol 11, No 1, 2018 

 

producing such a commotion that the lecturer from next door peeked in to see what was 

going on!  

Chocolate incentives aside, the quiz was a useful tool to recap subjects covered. It gave the 

tutor a quick and concise method of pinpointing areas of learning that needed further work. 

Flipped learning also offered the opportunity for teacher-student relationship development. 

Time that might previously have been devoted to teaching had now been dedicated to such 

practical applications as practising cannulation and basic life support with mannequins and 

participating in role plays based on both factual and fictional case studies.These sessions 

did not adhere to a rigid structure creating a safe space where questions, thoughts, open 

discussions and debates were always welcome. Theory can be learnt, but putting it into 

practice can be an entirely different matter. Being acutely aware (and wary!) of the fact that 

the role of a paramedic is hands-on, I relished any additional time to practise and refine my 

techniques. On the rare occasion when I was unable to complete the pre-learning, it became 

apparent that it was easy to fall behind. Not only would the Curly Wurly be unattainable, but 

it made practical lessons difficult. Ironically, by not doing the pre-learning, I found that the 

workload seemed to increase twofold. 

In the current digital era, when the use of the internet has become habitual and information 

is freely accessible, flipped learning is increasingly relevant. Whilst HE was previously 

heavily textbook-based, flipped learning is multi-faceted. It takes advantage of a wealth of 

material and comprises various elements, including online academic help-seeking and self-

directed study. The flipped classroom is a contemporary take on learning well-suited to a 

generation that has grown up alongside Google. The notion of relying exclusively on 

textbooks as a means of learning is no longer realistic. 

Research has shown that students who participate in a flipped environment value 

interaction, flexibility and accessibility (Avdic and Åkerblom, 2015): presenting students with 

the opportunity to learn at their own pace seemed to resonate positively - a view echoed by 

my peers in a collation of optional feedback. Furthermore, the variety of teaching aids 

connected with visual, auditory and kinaesthetic learning styles (op.cit.) resulted in reports of 

greater student involvement, autonomous learning, motivation and achievement (Chyr et al., 

2017; Zainuddin and Halili, 2016). A shift of emphasis from teacher to learner created a 

student-centred approach. I certainly felt that this shift in method was positive and 

empowering. When there is an expectation that information will be willingly given, learners 

can become disengaged and indifferent. My personal drive came from the fact that if I did 

not complete the pre-learning, I knew I would be at a disadvantage in class. Furthermore, as 

I undertook the groundwork for the forthcoming session, I found that my enthusiasm grew in 

tandem with the interest my studies provoked. 

The success of the flipped classroom relies on several factors: students’ willingness to put in 

effort and become self-sufficient; their completion of preliminary learning tasks, on which 

depend growth of confidence, increase in participation and the greatest personal learning 

gains (those who don’t complete have to play catch-up and inevitably struggle in the 

forthcoming lesson and subsequently); determination by the teacher to maximise the 

benefits of positive teacher/learner interaction to ensure a growth mindset; the teacher’s 

creation of a safe learning space (Sickle, 2016) to allay or prevent completely those feelings 

of vulnerability which lead students to avoid answering questions in class for fear of being 



Opinion Pieces 
 

 
Compass: Journal of Learning and Teaching, Vol 11, No 1, 2018 

 

wrong; the absolute imperative that the teacher is appropriately trained in the flipped-

classroom method – someone untrained may not account for individual learning styles, with 

consequent adverse effect on students’ engagement, motivation and interaction (Zainuddin 

and Halili, 2016). 

When undertaken properly, flipped learning can be a rewarding and modern alternative to 

the traditional classroom, as the teacher and student must coexist and work together to 

create a united approach (Yamashita and Yasueda, 2017). Although my experience of 

flipped learning was enjoyable, I agree that there are limitations, as stated in the cited 

literature. It may not be a way of learning with appeal to mature students, who may be used 

to and more comfortable with conventional techniques. Furthermore, the concept may not 

prove popular with introverted individuals. Despite the presence of a trained lecturer who 

encourages all learners to participate equally, some students will always be reticent when it 

comes to speaking in front of a class, whilst others, more extrovert, will naturally spend more 

time participating and interacting with the lecturer. Educators should therefore be aware of 

and sensitive to the differing classroom experiences of diverse personalities and learning 

styles. 

For teachers who are thinking of changing their classrooms into a flipped-learning 

environment, there are some important considerations: first, time spent in class should 

centre on activities that cannot be achieved at home – discussions, collaborations and group 

projects; second, teachers should practise what they preach – flipped learning should be 

adopted in all classes to ensure success; third, teachers should make use of existing 

material (such as the Khan Academy) rather than feeling that they must create their own. 

Since other sources will naturally be discovered as students partake in pre-learning 

activities, a platform for sharing amongst peers should be made available for use as desired 

(Ullman, 2013). As for students with no experience of the flipped classroom, the initial 

adjustment may be difficult at first, but it’s essential to keep an open mind (Yildirim, 2017). 

Overall, I found the flipped classroom interesting and engaging. The variety of approaches 

and use of appropriate technologies enabled me to become self-sufficient and to learn more 

effectively. Our having been able as a group to share that experience opened up 

opportunities to work together, discuss and question. Finally, though there is no doubt that 

there are positive outcomes associated with flipped learning, it is important that emphasis 

remains on the learners and their experience, with adjustments and improvements to the 

method where necessary (Sickle, 2016). 

 

 

Reference list 

Avdic, A., Åkerblom, L. (2015) Flipped classroom and learning strategies. In: Jefferies, A., 

Cubric, M., Barton, K. and Lilley, M. (eds.), Proceedings of 14th European Conference on e-

Learning. Reading, UK: Academic Conferences Publishing, 41-49. 

Bergmann, J. and Sams, A. (2014) Flipped Learning: Gateway to Student Engagement. First 

edn. Washington, DC: International Society for Technology in Education. 



Opinion Pieces 
 

 
Compass: Journal of Learning and Teaching, Vol 11, No 1, 2018 

 

Chyr, W. L., Shen, P. D., Chiang, Y. C., Lin, J. B. and Tsia, C. W. (2017) ‘Exploring the 

Effects of Online Academic Help-Seeking and Flipped Learning on Improving Students 

Learning.’ Educational Technology & Society, 20(3), 11-23. 

Flipped Learning Network (2014) Definition of Flipped Learning. Available at: 

https://flippedlearning.org/definition-of-flipped-learning/ (Accessed: 20 January 2018). 

Kumah, C. H. (2015) ‘A Comparative Study of use of the Library and the Internet as Sources 

of Information by Graduate Students in the University Of Ghana.’ Library Philosophy and 

Practice, 1298. Available at: http://digitalcommons.unl.edu/libphilprac/1298/ (Accessed: 2 

October 2017). 

Sickle, J. V. (2016) ‘Discrepancies between Student Perception and Achievement of 

Learning Outcomes in a Flipped Classroom.’ Journal of the Scholarship of Teaching and 

Learning, 16(2), 29-38. 

Ullman, E. (2013) ‘Tips to Help You Flip Your Classroom.’ Education Update, 55(2), 3-5. 

Yamashitaa, K. and Yasueda, H. (2017) ‘Project-based learning in out-of-class activities: 

flipped learning based on communities created in real and virtual spaces.’ Procedia 

Computer Science, 112(2017), 1044–1053. 

Yildirim, G. (2017) ‘A New Learning Approach: Flipped Classroom and Its Impacts.’ Acta 

Didactica Napocensia, 10(2), 31-44. 

Zainuddin, Z. and Halili, S. H. (2016) ‘Flipped Classroom Research and Trends from 

Different Fields of Study.’ International Review of Research in Open and Distributed 

Learning, 17(3), 313-341. 

 

https://flippedlearning.org/definition-of-flipped-learning/
http://digitalcommons.unl.edu/libphilprac/1298/