The advantages of using the flipped classroom model are numerous. Starting from the opinion of experts regarding the relationship between teachers and
students. According to Bergmann and Waddell as cited in Ozdamli and Asiksoy (2016) in the flipped classroom model students have the opportunity to discuss and ask questions that are not understood by their teachers that are not found in traditional learning.
Flipped classroom proponents contend that this method facilitates better student-teacher interactions. Bergmann and Sams (2012) for example, demonstrate that teachers can circulate and speak to students while they are not standing in front of the class. Teachers are more likely to understand and react to students' emotional and learning needs when they use flipped classrooms in this way (Goodwin &
Miller, 2013).
The flipped paradigm has been shown to benefit students in a variety of learning environments. Own pace learning is one of the potential benefits of the flipped approach for students (Vuong, Tan, & Lee, 2018). Students can watch instructional videos or listen to lectures whenever and wherever they want in this paradigm. Learners can also rewind and forward through the videos or go over the entire lesson again to ensure that they comprehend and master the material.
The participation of students is the second benefit of a flipped classroom (Karimi & Hamzavi, 2017). Students study new ideas in class and then practice or complete homework at home in a normal class. Flipped lessons, on the other hand, allow students to learn new information at home while spending class time on collaborative activities. As a result, pupils are more actively involved in their learning.
The flipped approach also addresses the issue of class time restrictions (Vuong et al., 2018). While teachers in traditional classes may run out of time for students to practice after delivering new material (Loi, 2014), students in flipped classes might benefit from higher-order thinking skill activities throughout class time. In other words, after being exposed to knowledge at home, students can use in-class activities to maximize their practice and obtain a deeper comprehension of the material.
Last but not least, enhancing the educational environment has been shown to improve learners' performance significantly (Huang & Hong, 2016; Karimi &
Hamzavi, 2017; Loi, 2014; Vuong et al., 2018; Yang & Chen, 2019). When learners at lower levels may pause, rewind, or fast-forward instructional films, they can utilize them as a reference for their studies. Simultaneously, stronger students can participate in in-class extracurricular activities. This strategy also works for students who are unsure about their ability to solve problems by revisiting the lessons rather than asking the teacher.
The evidence suggests that the benefits of the flipped model include (1) self- paced learning, (2) collaborative learning with peers, (3) lowering class time constraints, and (4) optimizing the educational environment for students with various learning styles.
2.1.9.2. Disadvantages
The first issue may arise as a result of learners' lack of quick assistance while watching instructional films (Shi-Chun et al., 2014;). Some students may require additional support from teachers during their learning process, which cannot be provided by a flipped lecture held outside of class. In general, inquiries that cannot be answered in a timely manner may hinder students from participating in this teaching paradigm.
The second flaw in using the flipped paradigm is that learners' motivation suffers as a result of the increased burden. Students' satisfaction levels may be negatively influenced by an increase in out-of-class preparation time, according to surveys such as those done by Missildine, Fountain, Summers, and Gosselin (2013).
This viewpoint is backed up by Vuong et al. (2018), who discovered that students put in more effort when they have a heavier learning load. In other words, learning in flipped classes necessitates more time spent on pre-class preparation tasks, which can demotivate students.
Furthermore, kids' ability to self-regulate their learning is a significant disadvantage. Learners have difficulty concentrating on learning at home, according to Vuong et al. (2018), because of numerous distractions such as social networking
apps. Brown (2018), on the other hand, takes a larger view, stating that "increased student responsibility to learning is crucial for the successful application of the flipped classroom strategy." As a result, student self-regulation can be considered a key stumbling block to the success of this approach's deployment.
Ottenbacher and Short (2015) argue that teachers must dedicate significant time not only to teaching students in the classroom but also outside of it, as well as to designing or finding the best video to share with students. Because of their unfamiliarity with the activity of teaching-learning both within and outside the classroom, it is extremely difficult for a teacher to implement flipped learning for the first time. Teachers will need to spend more time controlling the students because they will be facilitators (Bergmann & Sams, 2012).
The instructor will devote more time to developing good learning materials to pique students' interest in learning outside of class. In addition, Fahmi (2020) states that the weaknesses are mainly concerned with technical issues related to technology use, such as poor internet connections, software and electronic device issues, energy, audiovisual content and efficiency, and so on. Other students complained about a lack of instruction, effective feedback, and more conceptual clarification in the teacher's in-classroom session.