Flipped learning has been associated with positive learning outcomes and increased student engagement but the literature review highlights the lack of ‘know how’ to actually implement the concept of flipped learning into real-life practice. The current study aimed at garnering responses from 64 teacher-educators with experience in flipped approach about features appropriate for flipping a secondary stage classroom. For this, a semi-structured interview schedule was used to collect data which was analysed for preferred features. It was concluded that flipped learning has the potential to revolutionise school education provided technological and foundational hurdles are mounted. A partial flipped model with a strength of 16-25 students which uses short duration video lessons created and curated by teachers and subject experts was determined to be most appropriate. Student paced lessons which aimed at improving students’ understanding with small embedded quizzes and collaborative discussion (both online and in-class) were recommended. The study provides a practical framework to put flipped learning into practice. The study would be beneficial for stakeholders looking to implement this blended pedagogical approach as well as for researchers looking to analyse flipped learning further.
Misra et al. (Sat,) studied this question.