Effectiveness of flipped classroom model in distance learning

Flipped classroom, a pedagogical model and an alternative to the traditional classroom structure, where the traditional classroom is flipped or inverted by delivering instruction with online materials followed by in-class activities that involve peer learning or small-group work. In flipped learning students can learn more deeply by engaging themselves with the materials provided in advance outside the classroom and then actively participate with different chosen activities such as discussions, debates, clicker questions, Question and Answer, demonstrations, simulations, peer tutoring and feedback, and role playing. This reflective and active learning approach can enhance and support undergraduate learning through collaborative group work and increased interaction between students and lecturers. Despite the uptake of the flipped classrooms in other disciplines there is a lack of evidence available about the effectiveness of this model in distance learning on engineering education. Additionally, most of the previous evaluation methods were limited to quantitative data drawn from case studies and there is a scarcity in qualitative research. Therefore, this study aim to review critically the effectiveness of flipped classroom model in distance learning