Abstract
The existence of the flipped classroom has gained attention among scholars and teachers, particularly in higher education. This instructional model appeals much concern due to its capability not only to shift the instructional process from teacher-centered to student-centered but also to transform university classrooms into an active learning environment where students have the opportunity to apply concepts to solve the problems. However, the current pieces of evidence showed that teachers implementing the flipped classroom instructional model still encounter issues that raise additional concerns, such as technical difficulty, design gaps between pre-class and in-class learning activity, and little study on robust frameworks have been developed for this instructional. Consequently, teachers generate an inadequate learning activity design in the flipped classroom. Therefore, this study aims to develop a vigorous framework for the flipped classroom model by integrating problem-based instructional strategy. After reviewing relevant theories and empirical findings, the result of the study provides a foundation framework for the flipped classroom design. This framework consists of two circles of learning activity design that coherence between pre-class and in-class. The theoretical framework provided in this study is considered as initial study, thus, further researches are highly suggested for future scholars to explore its effectiveness.
 Keywords: flipped classroom, instructional framework, effective instruction;
Highlights
Lambert (2012), states that lecturing, as the most popular instructional strategy used in higher education, is a teaching approach where the teachers mainly focus on directly communicate the learning content to the students
The current pieces of evidence showed that teachers implementing the flipped classroom instructional model still encounter issues that raise additional concerns, such as technical difficulty, design gaps between pre-class and in-class learning activity, and little study on robust frameworks have been developed for this instructional
This study aims to develop a vigorous framework for the flipped classroom model by integrating problem-based instructional strategy
Summary
Lambert (2012), states that lecturing, as the most popular instructional strategy used in higher education, is a teaching approach where the teachers mainly focus on directly communicate the learning content to the students. Higher education institutions have been forced to switch towards more flexible, effective, active, and focus on student-cantered that can reduce the limitations of teaching approaches employed by the lecture (Nouri, 2016). Different active learning strategies have been introduced, such as the flipped classroom (Nouri, 2016; O’Flaherty & Phillips, 2015) and problem-based instruction (Savery, 2019). O’Flaherty & Phillips (2015) showed that teachers have a great opportunity to encourage students’ learning ownership and students’ thinking skills in the flipped classroom learning environment, to achieve long life learning, and to prepare the students meet with the new demands of future skills. Learning to solve a problem is one of the pivotal skills in the future demands and any setting (Jonassen, 2004)
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