Аpplication of the “flipped learning” technology in educational practice (on the example of educational institutions in Kazakhstan and Belarus)
This article examines the distinctive features of the “flipped learning” educational technology. Its core principle lies in mastering the theoretical foundations of study material through audio-visual content outside the classroom, followed by refining knowledge and competencies during classroom sessions under the guidance of the teacher.
Keywords:
education , school and university education, interactive learning, educational technology , flipped learning , game-based methods , student motivationAbstract
This article examines the distinctive features of the “flipped learning” educational technology. Its core principle lies in mastering the theoretical foundations of study material through audio-visual content outside the classroom, followed by refining knowledge and competencies during classroom sessions under the guidance of the teacher. The article provides a brief history of the emergence and development of this method, outlines its advantages, characteristics, and challenges in practical application, and emphasizes the effectiveness of integrating the flipped learning model with game-based methods in both school and university education. The study highlights that flipped learning, when combined with interactive approaches, contributes to sustainable learning motivation, student engagement, and the development of essential skills. Practical examples of the implementation of this technology in educational institutions of Kazakhstan and Belarus are presented. The analysis of academic outcomes demonstrates that the quality of education improves not only in terms of academic performance but also through positive shifts in students’ motivation and attitudes within general secondary and higher education programs.
References
1 King, A. (1993). From sage on the stage to guide on the side. College teaching, 41 (1), 30–35.
2 Mazur, E. (1997). Peer instruction: a user’s manual series in educational innovation. New York rentice Hall, Upper Saddle
River, 253 p.
3 Baker, J.W. (2000). The classroom flipped: Using web course management tools to become the guide on the side. Selected
Papers from 11th International Conference on College Teaching and Learning (pp. 9–15). Cedarville University.
4 Zawacki-Richter, O., & Insung, J. (2023). Handbook of Open, Distance and Digital Education. Springer Singapore.
DOI.org/10.1007/978-981-19-2080-6
5 Parra-González, M.E., López-Belmonte, J., Segura-Robles, A., Moreno-Guerrero A.J., & Parra-González, M.E. (2021).
Gamification and flipped learning and their influence on aspects related to the teaching-learning process. HELIYON, 7(2). DOI:
10.1016/j.heliyon.2021.e06254
6 Fedotova, O.D., & Nikolaeva, Ye. (2017). Alternativnaia obrazovatelnaia tekhnologiia Flipped learning kak realizatsiia idei
radikalnogo peresmotra organizatsionnykh osnov protsessa obucheniia [Alternative educational technology of Flipped learning as the
realization of the idea of a radical revision of the organizational foundations of the learning process]. Internet zhurnal «Mir nauki».
Pedagogika i psikhologia — The online Journal “The World of Science”. Pedagogy and Psychology, 5(1), 52–59 [in Russian].
7 Fitria, M.I., & Wijaya, N. M. (2023). The Effectiveness of Flipped Classroom Learning Model Assisted on Padlet Platform in
Geography Lessons. Journal of Learning Geography, 4(2), 63–68. DOI.10.23960/jlg.v4.i2.28607
8 Nyabochoa, G.K., Indoshi, F., & Oyoo, S. (2024). Effect of Flipped Learning Approach on Students. Achievement in Geog
raphy. International Journal for Multidisciplinary Research, 3. DOI.org/10.36948/ijfmr.2024.v06i03.23674
9 Suhorukova, Ye.G. (2017). Perevernytyi urok [Flipped classroom]. Didaktika setevogo uroka: Materialy II Mezhdunarodnoi
nauchno-prakticheskoi onlain-konferentsii — Didactics of the online lesson: Materials of the II International Scientific and Practical
Online Conference (pp. 50–54). Minsk, Belorusskii gosudarstvennyi pedagogicheskii universitet imeni M. Tanka [in Russian].
10 Fulton, K. (2012). Upside down and inside out: Flip your classroom to improve student learning. Learning & Leading with
Technology, 39(8), 12–17.
11 Nor Kalsum Mohd Isa, Fauziah Che Leh, Nor Junainah Mohd Isa, Mohd Yazid Mohd Yunos, Shahrina Othman, & Mohd
Hairy Ibrahim. (2023). A Flipped Learning Experience in Geography: A Qualitative Study using Focus Group Discussion. Journal of
Advanced Research in Applied Sciences and Engineering Technology, 31(1), 119–131. DOI.org/10.37934/araset.31.1.119131
12 Drandrov, G.N.L.N., & Van, M.N. (2024). Blended learning in physical education of students. Modern high-tech technolo
gies, 6, 140–145.
13 Antonova, N.L., & Merenkov, A.B. (2018). Model «perevernutogo obucheniia» v sisteme vysshei shkoly: problemy i
protivorechiia [Flipped Learning in Higher Education: Problems and Contradictions]. Integratsiia obrazovaniia — Integration of
education, 22(2), 237–247. DOI: 10.15507/1991-9468.091.022.201802.237-247
14 Sutotskaya, M.Yu., & Nagornyuk, O.I. (2023). Primenenie tekhnologii perevernutogo klassa v khode realizatsii
pedagogicheskogo proekta «sam sebe uchitel» [Application of Flipped Class Technology During the Implementation of a Pedagogi
cal Project “My Own Teacher”]. Mezhdunarodnyi tsentr nauchnogo partnerstva «Novaia Nauka». Konferentsiia: «Prepodavatel
goda 2023» — The International Center for Scientific Partnership “New Science”. Conference: “Teacher of the Year 2023”
(pp. 293–297). Petrozavodsk [in Russian].
15 Ospanova, G.K. et al. (2025). Osnovnye osobennosti primeneniia metodiki «perevernutogo klassa» na urokakh khimii
[The main features of the application of the “inverted class” methodology in chemistry lessons]. Endless light in science, 31, 55–63
[in Russian].
16 Burakova, I.S. (2023). Geimifikatsiia obrazovatelnogo protsessa kak instrument povysheniia motivatsii obuchaiushchikhsia
[Gamification of the Educational Process as a Tool to Increase Motivation of Students]. Nauchnyi zhurnal «Mir nauki, kultury,
obrazovaniia» — Scientific journal “The world of Science, Culture, Education”, 3 (100), 160–162. DOI: 10.24412/1991-5497-2023
3100-160-162 [in Russian].
17 Guremina, N.V., & Putintseva, L.V. (2016). Ediuteinment kak effektivnaia tekhnologiia razvitiia tvorcheskogo potentsiala
lichnosti v uchebnom protsesse [Edutainment as an Effective Technology of Creative Potential Development in the Learning Pro
cess]. Sovremennye issledovaniia sotsialnykh problem. Elektronnyi nauchnyi zhurnal — Modern Research of Social Problems. Elec
tronic Scientific Journal, 3-2 (59), 88–94 [in Russian].
18 Eskendarova, M.A., Atlukhanova, L.B., & Eskendarov, A.A. (2011). Ispolzovanie igrovykh metodov obucheniia [The use of
game learning methods]. Vestnik Sotsialno-pedagogicheskogo instituta — Bulletin of the Socio-Pedagogical Institute, 1 (2), 29–32
[in Russian].
19 Ulezkina, A.V. (2021). Ispolzovanie igrovykh priemov pri rabote s kartoi na urokakh geografii [Using game techniques when
working with a map in geography lessons]. Mezhdunarodnyi nauchnyi zhurnal «Simvol nauki» — International Scientific Journal
“Symbol of Science”, 12-1, 112–116 [in Russian].
20 Davlatova, M.A. (2022). Smeshannoe obuchenie v rossiiskoi shkole: kak meniaetsia proektirovanie obrazovatelnogo
protsessa [Blended learning in the Russian secondary schools: Changes in Designing Educational Process]. Pedagogika i
psikhologiia obrazovaniia — Pedagogy and Psychology of Education, 3, 34–54. DOI: 10.31862/2500- 297X-2022-3-34-54
[in Russian].
