Flipped Classroom and Its Impact on Diverse Variables: An Appraisal

Abstract

A country like India remains far from claiming universal literacy. According to the estimate based on Census 2011 data, literacy rate in India varies from lowest in Bihar (63.8%) to highest in Kerala (93.9%). In Jharkhand, where the author is working currently, it was only 67.6% in 2011. The New Education Policy 2020 of India aims at appropriate integration of technology into all levels of education, including preparation and development of the teacher to improve teaching, and learning and evaluation processes there by enriching access of education to all citizens, especially disadvantaged groups. In this respect, flipped classroom methodology appears to be a relevant strategy to transmit the learning concepts to the learner. This study examines the effectiveness of this approach on different variables like quality of students’ learning, student engagement and retention of knowledge, students‘ performance, interaction between educators and students, its effectiveness, students’ satisfaction and attendance, experience of students, students’ perception, achievement, attitude towards society and environment, relationship among different components like teacher, taught and peer leader, and self-direction. The majority of studies advocate positive effects, whereas some stand by negative ones. A redesigned model, such as the flipped-mastery model, which can alleviate the shortcomings, can be adopted for a better effect.