Abstract
The flipped classroom method has been at the forefront of rapid changes in pedagogy and contemporary classroom evolution. There are several catalysts that have enabled the changes we commonly observe in the way teaching-learning process is carried out today. The scope of the flipped classroom has increased greatly in the past few years. Bergmann Overmyer & Wilie (2015) have defined flipped classroom as replacing direct instruction with videos and encouraging students to focus on important learning activities with their teachers inside the classroom, which is a traditional definition. Barral and Simmons (2018) have stated that significant differences have been observed between students when the flipped and control sections were observed for low-level Bloom's questions.
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