Incorporating technology into our classes has become almost mandatory since nowadays students are very keen on using devices that simplify their lives. However, showing a video in class or using the video beam is not a boom any more, students get bored and new information is not appealing. That’s the moment when flipped classroom is needed. According to Jon Bergmann, flipped class occurs when “what used to be classwork [the “lecture”] is done at home via teacher-created videos and what used to be homework [assigned problems] is now done in class” (Jon Bergmann, 2013). Flipped classroom is not just about videos, it is about how meaningful the interaction and face-to-face activities are in class once the topic has been studied at home. Even though I am going to focus on flipped classroom in this article, let’s see the difference between flipped classroom and flipped learning (Bright, 2015):

Flipping also means changing our traditional way of teaching, which had a teacher-centered focus. In my culture, this is one of the most difficult challenges teachers and learners face because we are used to having the teacher in front of us giving information because we believed that they were the ones with the knowledge. As students, following this focus facilitates our learning experience, we go to class to be taught and then we just practice at home. Flipping forces students to take responsibility of their own learning and that is when the student and the teacher role change.

Then, what should be the facts to consider when we pretend to flip our classes:

  • Talk to teachers. Raising awareness of the need of the flip and becoming aware of its benefits will facilitate teachers to be willing to change, to be willing to change their minds.
  • Talk to the academic department about the flipping in the methodology and see how much they will support the change.
  • Evaluate the resources available and see how they can be adapted to what teachers may require to flip (technology devices).
  • Evaluate the staff technological skills and consider a training.
  • Consider a trial for a couple of months and doing an assessment afterwards.
  • Design a survey for students to get their insights about the flip.
  • List the extra resources needed and analyze how much would the change have to invest but at the same time how much would it save.
  • Predict the future challenges and the possible solutions.

This could be an endless and variable list. So, when we think about beginning a flip many questions come out.

What are the limitations of flipping? Do cultural learning habits affect? What about students and teachers’ age? What about the institution where flipping occurs? What about costs? What about technology skills?

Hope I can discuss this issues in a following paper.


Bergmann, J. (2013). The Flipped Class Myths vs. Reality. Retrieved from:

Bright, Sarah, (2015). Flipped Classroom vs. Flipped Learning: What’s the Difference? Retrieved from:


Leave a comment

Your email address will not be published. Required fields are marked *