International Association of Educators   |  ISSN: 2834-7919   |  e-ISSN: 1554-5210

Original article | International Journal of Progressive Education 2020, Vol. 16(6) 33-59

Instructional Design Considerations for Flipped Classroom

Abdullah Arslan

pp. 33 - 59   |  DOI:   |  Manu. Number: MANU-2006-16-0002.R1

Published online: December 07, 2020  |   Number of Views: 626  |  Number of Download: 837


As technological advancements continue to revolutionise the realm of education, use of technology in both K-12 and university classrooms paves the way for making flipped classroom a trending pedagogical model. Flipping a course simply means reversing a traditional model of in-class lecture followed by practice and homework.  Research has shown that use of flipped classroom holds promise for students’ success and satisfaction as long as curricular activities of a flipped course are designed and sequenced through some steps depending on tenets and nature of flipped classroom as well as principles of instructional design models. This study aims to shed light on some considerations for designing content, pedagogy, materials, delivery, and assessment prior to flipping a course. Each step in the process of flipping a course is therefore explicated through a systematic review of 78 studies that focus on implementations of flipped classroom in K-12 and university classrooms.

Keywords: Flipped Classroom, Instructional Design, Course Content, Blended Learning

How to Cite this Article?

APA 6th edition
Arslan, A. (2020). Instructional Design Considerations for Flipped Classroom . International Journal of Progressive Education, 16(6), 33-59. doi: 10.29329/ijpe.2020.280.3

Arslan, A. (2020). Instructional Design Considerations for Flipped Classroom . International Journal of Progressive Education, 16(6), pp. 33-59.

Chicago 16th edition
Arslan, Abdullah (2020). "Instructional Design Considerations for Flipped Classroom ". International Journal of Progressive Education 16 (6):33-59. doi:10.29329/ijpe.2020.280.3.

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