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A Flipped Classroom Model for Developing
Universities in Developing Countries
Asst. Prof. Dr. Muesser NAT
Cyprus International University, Cyprus

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Contents
 Aim of the Study
 Introduction
 Blended/Hybrid Learning and Flipped/Inverted Classrooms
 Active Learning
 Issues on Blended Learning
 A Flipped Classroom Approach
 Challenges
 Conclusion

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Aim of the Study
Create a flipped classroom model by
integrating lectures, tutorials and online
learning offerings to facilitate active learning
and enhance student engagement in large
lecture-based classes.

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Introduction
 Acquiring knowledge became location- and time- independent,
and role of instructors and students has changed with the
technology
 Active learning increases student experiences and outcomes
 Students use technologies in and out of the classroom,
therefore supporting active learning with internet technologies
should not be a big challenge
 In North Cyprus, especially first year students attend lectures in
large classes
 Blended learning= best of classroom instruction + best of online
delivery + using time in physical classrooms for peer-to-peer
collaboration and teacher-student interaction.

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Blended/Hybrid Learning and
Flipped/Inverted Classrooms
According to Margulieux et al. (2014)
 Blended and Hybrid terms used in the same concept
 Hybrid courses consistently describe instructional location,
blended courses consistently describe delivery medium
 Flipped and Inverted used in the same concept
 Flipped and inverted courses consistently describe
institutional location and instruction type.

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Flipped Classroom
Johnson (2012) and Carpenter and Pease (2012)
described flipped classroom as;
“one model of a blended classroom is the flipped
classroom, in which students access the curricular
content outside of class and then use class time to
discuss, apply, and clarify the content.”

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Active Learning
"anything that involves students in doing
things and thinking about the things they are
doing”
 Students fail less and get higher grades when
instructors use active learning methods in the
classroom
 Introducing activity into lectures can significantly
improve recall of information
 Applying active learning methods becomes a
challenge when the class size is large.

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Issues on Blended Learning
Benefits
 Improves the efficiency of classroom space
 Increases student retention and student engagement
 Reduces on-campus traffic and the need for parking spaces
 Save time and travel which contributes to cost savings
Challenges
 Requires a degree of self-motivation and independent learning
capabilities
 Takes longer to prepare and administer than their traditional
courses
 Need for specialists who can advise and assist
 Ethical Issues

9. + A Flipped Classroom Approach
• After the
class
• Anytime/An
ywhere
• In the
class
• Before
the class
Students study
online materials
Students
participate in
discussions
and activities
Students
check their
understanding
and learning
Students
communicate
online with
peers/instructor

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Challenges
 Increased student responsibility
 Instructors need to reconsider what they teach, how they teach and
how they assess learning, and how students are best encouraged to
learn
 Financial investment and more facilitators are required
 University must encourage instructors to develop flipped classrooms
 Curriculum review process is required to ensure there is academic
and departmental support
 Flipped classroom model should be implemented with caution to not
demotivate students for future offerings

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Conclusion
 Student-centred approach with more engagement and
interaction
 Encourages students to learn out of the classroom at anytime
and anywhere with their own pace
 More students will be able to take high-demand courses
 Instructors will be aware of who is missing classes and will be
able to approach students who may be struggling
 Students develop skills in communication, team building,
collaborative problem solving and critical thinking skills.
 Faculty members will be encouraged to think more creatively
about teaching and learning
 Systematic focus on transforming the learning experience of
students in large enrolment classes

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Thank you…