Article citationsMore >>

McLaughlin, J.E., M.T. Roth, D.M. Glatt, N. Gharkholonarehe, C.A. Davidson, L.M. Griffin, D.A. Esserman, and R.J. Mumper, The Flipped Classroom: A Course Redesign to Foster Learning and Engagement in a Health Professions School. Academic Medicine, 2014. 89(2): p. 236-243.

has been cited by the following article:


Learning to Surf: Explaining the Flipped Classroom (FC) to Science Students Using an Analogy

1Faculty of Science, University of Technology Sydney, Australia

American Journal of Educational Research. 2016, Vol. 4 No. 17, 1213-1216
DOI: 10.12691/education-4-17-4
Copyright © 2016 Science and Education Publishing

Cite this paper:
Jorge Reyna, Peter Meier. Learning to Surf: Explaining the Flipped Classroom (FC) to Science Students Using an Analogy. American Journal of Educational Research. 2016; 4(17):1213-1216. doi: 10.12691/education-4-17-4.

Correspondence to: Jorge  Reyna, Faculty of Science, University of Technology Sydney, Australia. Email:


Most of the literature in educational technology targets academics, educational designers, and policy makers. To date, there are no scholarly papers which help students to understand and ‘buy into’ educational technology. We expect students to engage with contemporary ways of teaching and learning, without fostering any attitudinal change. According to the current literature, Flipped Classrooms (FC) have become increasingly popular in higher education since 2012. Research done in this field has increased considerably in the last four years, judging by the number of scholarly published papers across different disciplines. A review of the literature indicated the implementation of FC suffers from several deficits, such as a rigorous and consistent approach, effective theoretical frameworks, and evaluation structures. Research is also pointing to the need to support students in transitioning from traditional classroom style to FC. To facilitate this transition, a communication strategy is required to help students adopt this model of learning. It is in the best interest of educators to ensure that students understand the rationale behind the FC. This paper outlines how the FC can be explained to science students using a ‘learning to surf’ analogy.