Flipped Classroom

Researchers Point to Paradigm Shift in Flipped Learning

• By Rhea Kelly
• 03/02/17

The Flipped Learning Global Initiative (FLGI), an international coalition of educators, researchers, technologists, professional development providers and education leaders, has declared a new era in flipped learning, designated "Flipped Learning 3.0."

The findings, which came out of a 12-month project analyzing the state of flipped learning around the globe, identify five factors that, according to the organization, signify a paradigm shift:

• Awareness that flipped learning is a dynamic, not static, instructional model that is rapidly changing;
• Recognition that flipped learning is evolving in unexpected ways because of increased research, classroom innovations and advances in technology;
• The emergence of flipped learning as a global movement;
• A new awareness about the scope, impact and implications of flipped learning; and
• Expanding global demand for skilled flipped learning professionals.

"The ground underneath flipped learning is shifting," said Jon Bergmann, co-founder of FLGI, in a press release. "Over the last 12 months, we've been following several developments that we think require every professional involved in flipped learning to update their understanding, recalibrate their thinking and adopt a new stance toward flipped learning. The research, hard data, anecdotes and opinions of well-informed professionals have confirmed that flipped learning has entered a new stage. The future of flipped learning is going to be very different from the past."

FLGI is launching a series of webinars to explore the concept of Flipped Learning 3.0 and discuss the "practical implications for teachers, administrators, tech coaches, flipped learning trainers, consultants, researchers, technology developers and education policy makers." The first will take place March 9 at 2 p.m. EST. For more information, visit the FLGI site.