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Buran, A., & Evseeva, A. (2015). Prospects of Blended Learning Implementation at Technical University. Procedia-Social and Behavioral Sciences, 206, 177-182.

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Article

An Integrative Review of Flipped Classroom Model

1English Department, Kabul University, Kabul, Afghanistan


American Journal of Educational Research. 2020, Vol. 8 No. 2, 90-97
DOI: 10.12691/education-8-2-4
Copyright © 2020 Science and Education Publishing

Cite this paper:
Uranus Yousufi. An Integrative Review of Flipped Classroom Model. American Journal of Educational Research. 2020; 8(2):90-97. doi: 10.12691/education-8-2-4.

Correspondence to: Uranus  Yousufi, English Department, Kabul University, Kabul, Afghanistan. Email: Corresponding author: u.yousufi@email.com

Abstract

Blended learning is a style of education that allows the instructors to come up with new and useful approaches and methods for improving the teaching and learning process. According to King [1], the term 'blended learning' has been defined in a variety of ways in which all commonly entail two things: asynchronous (online) and synchronous (face-to-face). This indicates that blended learning merges the elements of both face-to-face and online instructions to help teachers and learners in the process of teaching and learning. The universal types of blended learning among EFL/ESL teachers are Lab Rotation, Station Rotation, Individual Rotation, Flex, and Flipped Classroom [2]. Although they are popular methods of teaching and learning, limited studies carried out to confirm their implications in educational practice. Multiple pieces of research, generally, conducted on blended learning, not on its specific types [1,3,4]. To this end, this paper presents a review of the research related to one of the typical types of blended learning (Flipped Classroom) in teaching different language skills and component to justify its practice in classroom teaching.

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