For many years, my classroom experience—both as a student and as an educator—reflected a familiar pattern in higher education. Students entered lecture halls, listened quietly, took notes, and left once the lecture ended. Questions were rare, discussion was limited, and learning largely remained a passive activity.
Over time, this began to feel deeply unsatisfying. Students were present, but not necessarily engaged. The lecture hall functioned more as a space for information delivery than for learning.
Why I Decided to Change the Model
I wanted to break away from this pattern, but the question was how. The opportunity came when I was introduced to the concept of the flipped classroom. What initially seemed like a simple reversal of teaching order turned out to be a fundamental shift in how students interact with content, peers, and the classroom itself.
Instead of using classroom time to explain theories, the flipped model emphasizes preparation before class and active engagement during class. I decided to adopt this approach in a senior-level computing module, fully aware that it would require significant effort and experimentation.
How the Flipped Classroom Was Implemented
Each week, I created and shared short video lectures and carefully selected readings through the learning management system. Producing these materials was not easy—it was time-consuming and intellectually demanding—but it allowed students to engage with the content at their own pace.
Students were expected to review these resources before coming to class. Classroom time was then redesigned around problem-solving, discussion, and collaborative activities rather than traditional lecturing.
What Changed in Student Behavior
One of the most striking outcomes was a visible change in student behavior.
Students who previously arrived late began coming to class early—sometimes 20 to 30 minutes in advance—to review materials and prepare for discussions. Instead of passively waiting for the lecture to begin, they came with questions, opinions, and ideas.
Classes typically started with a short formative question based on the pre-class materials. Students evaluated each other’s responses and then moved into group discussions. The quality of interaction improved noticeably. Students spoke more, questioned assumptions, and explained concepts to one another.
Importantly, the use of tools such as AI-based assistants, online documentation, and external resources was not restricted. These tools became part of the learning process rather than something to be avoided. The focus shifted from “getting the right answer” to understanding why an answer works.
The Role of the Lecturer
My role in the classroom changed significantly. Instead of spending most of the session explaining content, I spent time listening, asking probing questions, and guiding discussions. This made student thinking more visible and allowed misconceptions to be addressed immediately.
The classroom became a shared intellectual space rather than a one-directional delivery channel.
Challenges and Reflections
This approach is not without challenges. Preparing high-quality pre-class materials requires sustained effort, and not all students adapt immediately to increased responsibility for their own learning. The physical layout of traditional classrooms—fixed rows and rigid seating—also limits interaction and collaboration.
However, even within these constraints, the benefits were clear. Engagement increased, attendance became more meaningful, and learning felt deeper and more authentic.
An Ongoing Process
I do not view the flipped classroom as a final or perfect solution. It is an evolving practice that must be continuously refined based on student feedback, learning outcomes, and contextual constraints.
Each semester provides new insights into what works, what does not, and what can be improved. That iterative process is, in many ways, the most valuable part of the experience.
Concluding Thoughts
The flipped classroom transformed not only how my students learned, but also how I approached teaching. It challenged long-standing assumptions about lectures, authority, and classroom control.
If our goal in higher education is to cultivate critical thinking, collaboration, and independent learners, then reclaiming classroom time for active learning is essential. The flipped classroom offers one practical pathway toward that goal.
I strongly believe that the most meaningful improvements in teaching come from reflecting on practice, observing student behavior, and being willing to change—even when it is uncomfortable.
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