Learning-by-Teaching based Framework for Flipped Classroom

Abstract

Flipped Classroom has emerged as a promising instructional innovation, and academia shows a keen interest in research related to it, as evidenced by the spurt in related studies. Simultaneously the experts and the research community caution against the flipping of the classroom with an unfounded belief that it is simply a matter of reversal of the roles of the students and teachers at home and in class without due consideration of the theoretical aspects of the flipping process. Researchers recommend using empirically validated design models when shifting their classroom from the traditional to the flipped structure. However, there is a need to boost the research related to the Instructional Design Model for a flipped classroom since such studies are quite rare Vis the growing literature on Flipped Classroom. The present study, a part of a broader funded project to validate an Instructional Design Model for a Flipped Classroom in a Teacher Education Institute in India, proposes a prospective framework to design a flipped classroom based on the theoretical inputs frequently identified in the related literature synthesized with the theory of learning by teaching. The instructional model developers or designers and the teachers are the prospective audience of the proposed framework. The framework is robust and can be used across various disciplines. The framework is, in particular, relevant to those disciplines that demand frequent application of the knowledge and skills in practical situations like that of pre-service teacher programs.