The Flipped Classroom Adaptation in Higher Education During Covid-19: A Critical Study of Case Studies

Abstract

The Covid-19 pandemic suspends the regular activities around the world. The outbreak of pandemic forces the higher educational institutions around the world to move to online learning immediately. The abrupt change has led to the fear of dropping the quality of education around the world. Against this background, institutions around the world adopt flipped classrooms teaching methodology owing to its student-centered approach. It is worth noting that due to immediate circumstances, limited time, and the available resources, the flipped classrooms have been adapted differently in different contexts. My study examines that how has flipped classroom been adapted differently in different contexts according to the available resources. Drawing on Conole’ 7Cs framework, I analyze five case studies set in different institutions (from the developed part of the world to developing part) to see the adaptation that has been brought in the flipped classroom. My research reveals that Flipped classroom has manifested itself differently in different contexts according to the available resources, human intellect and time. My study is significant because it reveals that students’ interest level and their performance remained the same as it used to be in the traditional flipped classroom