One of the most frequently cited active learning methodologies in this field is the Flipped Classroom (FC). It is often confused with hybrid learning because it frequently draws on the same underlying principles (MATTAR, 2017), but it is a methodology with well-defined foundations.

Essentially, the SAI concept calls for tasks that students normally complete in the classroom to be done outside of class—when students are not attending in-person classes—while the classroom becomes a space for discussing, organizing, and practicing the material covered (VALENTE, 2018), as well as for addressing each student’s questions and overcoming their challenges.

The entire process can be carried out without the use of digital technologies—by reading articles or book chapters, for example—but having them available can make the process easier. In fact, Mattar (2017) presents a “more recent” model based on short video lessons or podcasts (audio formats), which students would watch outside of class and then discuss with their peers and teacher in the classroom.

Valente (2018), on the other hand, assumes that students study the course material, content, and instructions online through virtual learning environments. Clearly, this process requires that all students have stable internet access.

Basic Pillars

Mattar (2017) outlines four basic pillars of SAI:

• Flexible Learning Environment— in which students decide whether to complete activities in groups or individually, and where and when they will carry out their out-of-class assignments. In addition, the educator allows for flexibility in the time allotted for completing activities, as well as in the procedures for assessing learning;
• Culture of Learning —in which the student becomes the primary focus of information. The student also becomes actively engaged in their learning, making it meaningful by delving deeper into the topics they choose, through the creative processes they initiate, and through their own assessment;
• Intentional Content— in which the educator intentionally selects what is needed in terms of content and what students should explore on their own, in order to develop conceptual understanding (understanding of the concepts studied) and procedural fluency (knowing how to carry out the process effectively);
• Professional Educator —in which the educator takes an active leading role with regard to the students, observing them and closely monitoring every detail of the process, while showing appropriate tolerance for any “chaos” that may arise in the classroom.

One of the interesting aspects of this last pillar of SAI—the Professional Educator—is precisely that the teacher takes on a seemingly contradictory role: while learning to relinquish control over the process as the primary driver, they must exercise very precise control in terms of guiding and coordinating the entire process—which can be even more labor-intensive than traditional teaching, since it requires training in methodology and careful planning of the actions to be taken throughout the lessons, as well as thorough preparation of the instructional materials to be used. Valente (2018) considers these last two aspects to be fundamental.

And, in this regard, another “detail” to note in SAI is the assessment processes—yes, in the plural. This is because it will be necessary to consider a variety of assessment tools, since learning will be student-centered, including the use of online assessments through tools available on the Internet, such as Kahoot, for example.

Throughout this entire process, the personalization provided by SAI allows students to tailor the content to their interests and needs, as well as to their abilities and learning preferences.

Basic Rules

Valente (2018) cites four basic rules for implementing SAI: 1) classroom activities should include questioning, problem-solving, and active tasks for students; 2) it is important for students to receive feedback on in-person activities at the end of each session; 3) assessments should include both online and in-person activities, and students should be encouraged to complete them; and 4) online and in-person materials must be well planned and structured.

Bergmann (2018), considered by many to be a pioneer of the SAI method—also known as the “flipped classroom”—is one of those who criticize the traditional teaching process, starting with homework. In traditional education, students are introduced to concepts in the classroom by the teacher, and at home they are given assignments to reinforce their learning—assignments that are typically long, exhausting, tedious, and lack the support of a specialist to answer their questions. This makes it a difficult task for most students.

See also:

• Project-Based Learning: What Is It?
• School and Diversity: The Discourse of Practice and the Practice of Discourse
• Education and Social Change

With SAI, the most challenging cognitive tasks, questions, and difficulties are addressed in class, while the easier tasks are assigned as homework, accompanied by introductory material in the form of an instructional video (which Bergmann calls a “Flipped Video”)—either prepared by the educator or pre-existing—that is short and to the point, with questions at the end to aid understanding. Students can also take notes during the video, pausing to jot down anything relevant.

Preferences, Advantages, and Disadvantages

Research presented by Bergmann (2018) involving students at various grade levels in the United States indicates that SAI is the preference of the majority (52%) compared to those who prefer traditional classroom instruction (20%) or those who have no preference (28%). As with any educational process, SAI has advantages and disadvantages, which are listed by Bergmann (2018) and summarized below.

Advantages: a ) Assignments can be completed at any time; b) Students are encouraged to ask questions during class; c) There is less work and better understanding; d) There is greater concentration on the task; e) Videos can be watched multiple times; f) There is more time to think and reflect; g) There is more time for classroom discussion; h) The most difficult tasks are tackled in class; i) Students complete assignments at their own pace; j) You can work on the assignment even if you’re confused, and then ask questions in class; k) Digital homework can be easily retrieved via computer or cell phone; l) Classroom activities are more engaging.

Disadvantages: a) If you’re confused, you have to wait until class to ask questions; b) You can’t ask questions while watching the video; c) The video may be too long, leaving less time for other subjects; d) If you learn best by doing, you may only fully understand the material in the classroom; e) It’s hard to pay attention to the subject at home; f) The Internet doesn’t help; g) Students need access to a computer; h) If students don’t do their homework, they won’t know what’s going on in class; i) Sometimes the teacher’s explanation is necessary.

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