The experience of three flipped classrooms in an urban university: an exploration of design principles

The flipped classroom promises a learning environment where students are applying course content and not just absorbing it.  This integration and utilization of technology allows for a project based learning environment that allows for student centered learning and peer instructed learning models that engage students and hold them accountable for alternative assessment opportunities.  

The author acknowledges some limitations of this learning models in that some students may not participate in the online tutorials.  Students critique this learning model by identifying that the tutorials need to connect to classroom activities.  The researchers acknowledged that there needs to be clear guidance with structured scaffolded activities and specific in class  goals and learning objectives.  Despite these limitations, a flipped classroom learning model allows for a progressive student centered learning environment in the classroom.  Nevertheless, proponents of the learning model indicate that higher levels of cognitive activities are utilized in the classroom.  The author brings to the attention of the reader that ultimately there is a need for specific design principles the flipped classroom to maximize student learning.  

Ultimately, I find that student efficacy and teacher organization to be the limiting factors of this learning model.  I find that this acknowledgment further highlights how organic and personal contemporary education is.  New teaching models may show promise in contemporary education, however, there needs to be relevant and organized implementation of such pedagogical models.