Flipped Classrooms: Rethinking Traditional Teaching Methods

¹Ugwu Jovita Nnenna and ²Akwagiobe Richard Akpanke

¹Department of Publication and Extension Kampala International University Uganda

²Faculty of Law Kampala International University Uganda

ABSTRACT

The traditional approach to teaching, which often relies on lecture-based instruction, is increasingly being challenged by innovative educational strategies such as flipped classrooms. This paper explores the flipped classroom model as a viable alternative, particularly in engineering education. Flipped classrooms reverse the conventional structure by requiring students to engage with instructional content outside the classroom, freeing up class time for interactive, higher-order learning activities. This study highlights the effectiveness of this model in enhancing student engagement, improving comprehension, and fostering better teacher-student interaction. Despite its advantages, the implementation of flipped classrooms faces challenges, including ensuring equitable access to resources and managing student accountability. The paper concludes with insights into overcoming these challenges and suggestions for successful integration across various disciplines.

Keywords: Flipped Classroom, Innovative Teaching Methods, Student Engagement, Higher-Order Learning, Teacher-Student Interaction.

CITATION: Ugwu Jovita Nnenna and Akwagiobe Richard Akpanke. Flipped Classrooms: Rethinking Traditional Teaching Methods. Research Output Journal of Arts and Management, 2024 3(3):79-83