The facilitation of flipped learning within the classroom environment

An essential element towards the delivery of a successful lecture and enhanced student learning is student engagement. Prevailing pedagogy literature suggests a number of blended learning techniques can be adopted by the practitioner to gain student interaction and develop deeper levels of student learning. More specifically, the application of flipped learning within the classroom environment is recommended. Also known as a flipped classroom, an inverted classroom, or similar to the principles of directed independent learning, this teaching technique shifts the learning environment from teacher-centric to student-centric, with the aim to encourage independent self-learning and enhance student skills. This paper presents research that has explored the adoption of the flipped learning technique within classrooms of Built Environment (BE) students. The teaching technique was applied to three different classroom environments, studying the use and facilitation of flipped learning to diverse class sizes and levels of study. Findings highlight the benefits for the adoption of flipped learning, which are primarily associated with enhanced student understanding of the subject. Results further indicate, due to the value of student engagement to the teaching technique, the practitioner may need to consider the facilitation of flipped learning within the classroom environment