**2. What is the flipped class model?**

Flipped class model is a model which emerged following transformation of the blended learning as a result of the changes that have taken place in both technology and the notion of education [3]. The flipped learning approach describes a learning process, which progresses counter-wise the teacher-centered and traditional approach that is confined to within the four walls. In the traditional teaching approach, conveyance of a topic is realized through a teacher-centered approach in a classroom setting, while digestion of the topic takes place out of the classroom by the learner and through homework-like practices. Flipped learning approach, on the other hand, is a model of learning that proceeds in the opposite direction of the traditional teaching process, in which the learners watch pre-prepared video lessons before the actual class usually at home, and digest the topic in the classroom through several activities [4]. As an educational technique, the flipped class model is not a novel idea but has gained a reputation with the recent technological advances and the increasing access to computers and mobile devices regardless of time and space.

in-class learnings, and thus the educator spares more time to interact with the student rather than delivering the lecture. In traditional educational settings, students devote their class time to listening to the lecture and, if time remains, practices about the information they have just learned [4, 6, 7]. In this model, on the other hand, the traditional classroom paradigm is reversed to enable students to learn the concepts of the lecture outside the classroom through online educational tools such as video, film, and audio materials. Thus, in-class time is devoted

Organ Donation Course in Medical Education Program http://dx.doi.org/10.5772/intechopen.76657 189

The activities covered in and out of the classroom for students and instructors in traditional

to discussions, problem-solving, and practical training [3, 4, 8, 9].

**Figure 1.** Blended learning taxonomy. Source: Staker and Horn [5].

education and flipped class models are presented in **Figure 2** [10].

**Figure 2.** Features of traditional education and flipped classroom. Source: Saint Louis University [10].

Flipped class model is defined as "a blended learning model that combines the traditional face-to-face teaching and online components." The learning models blended by Staker and Horn [5] are divided into four groups as the rotation model, flex model, self-blend model, and enriched virtual model. Within this classification, flipped class model falls under the rotation model category. The taxonomy developed by Staker and Horn [5] is presented in **Figure 1** [5].

Flipped class model can be described as an innovative model facilitated by the advances in technology. The objective of this model is to offer learning opportunities independently from time, space, and means and to create settings of active learning where interaction is prioritized. Flipped class model encompasses utilization of all sorts of Internet technologies to enforce

**Figure 1.** Blended learning taxonomy. Source: Staker and Horn [5].

One of them is to raise awareness of organ donation in undergraduate medical education. Unfortunately, its effectiveness is controversial. In this section, to increase the effectiveness of the organ donation course given in medical education programs, a method proposal is

Medical professionals' knowledge of and attitudes toward donation have an impact on donation rates. It is possible that these attitudes and knowledge are molded during pre-graduation. As such, educating medical students may be an important factor in increasing organ donation [1, 2]. Learners' participation in an educational program is one of the most important factors contributing to learning. Today's learner has a good command of digital technology, accesses information easily, and can easily adapt to changing learning styles and needs, and thus they have distinct differences from previous generations in thinking, and processing of information, which necessitates the use of alternative education methods. Flipped classroom (FC) is a student-oriented education method based on the combination of in- and out-of-class activities. With the use of the flipped classroom education method in organ donation courses offered in medical education programs, students' knowledge and skills that enable them to discuss the

Flipped class model is a model which emerged following transformation of the blended learning as a result of the changes that have taken place in both technology and the notion of education [3]. The flipped learning approach describes a learning process, which progresses counter-wise the teacher-centered and traditional approach that is confined to within the four walls. In the traditional teaching approach, conveyance of a topic is realized through a teacher-centered approach in a classroom setting, while digestion of the topic takes place out of the classroom by the learner and through homework-like practices. Flipped learning approach, on the other hand, is a model of learning that proceeds in the opposite direction of the traditional teaching process, in which the learners watch pre-prepared video lessons before the actual class usually at home, and digest the topic in the classroom through several activities [4]. As an educational technique, the flipped class model is not a novel idea but has gained a reputation with the recent technological advances and the increasing access to com-

Flipped class model is defined as "a blended learning model that combines the traditional face-to-face teaching and online components." The learning models blended by Staker and Horn [5] are divided into four groups as the rotation model, flex model, self-blend model, and enriched virtual model. Within this classification, flipped class model falls under the rotation model category. The taxonomy developed by Staker and Horn [5] is presented in

Flipped class model can be described as an innovative model facilitated by the advances in technology. The objective of this model is to offer learning opportunities independently from time, space, and means and to create settings of active learning where interaction is prioritized. Flipped class model encompasses utilization of all sorts of Internet technologies to enforce

presented.

**Figure 1** [5].

topic of donation with patients can be improved.

188 Organ Donation and Transplantation - Current Status and Future Challenges

puters and mobile devices regardless of time and space.

**2. What is the flipped class model?**

in-class learnings, and thus the educator spares more time to interact with the student rather than delivering the lecture. In traditional educational settings, students devote their class time to listening to the lecture and, if time remains, practices about the information they have just learned [4, 6, 7]. In this model, on the other hand, the traditional classroom paradigm is reversed to enable students to learn the concepts of the lecture outside the classroom through online educational tools such as video, film, and audio materials. Thus, in-class time is devoted to discussions, problem-solving, and practical training [3, 4, 8, 9].

The activities covered in and out of the classroom for students and instructors in traditional education and flipped class models are presented in **Figure 2** [10].

**Figure 2.** Features of traditional education and flipped classroom. Source: Saint Louis University [10].

As can be seen in **Figure 2**, the flipped class model, which embodies the combination of active education models that require face-to-face communication with educator-centered methods that make less limited use of technology as well as varied opportunities offered through activities in and out of the classroom, will perhaps help us to access today's learners more easily.

• Intentional Content: Educators focus on helping the students improve their conceptual understanding. Educators decide what they will teach and what materials the students will

Organ Donation Course in Medical Education Program http://dx.doi.org/10.5772/intechopen.76657 191

• Professional Educator: The role of educators is more important in the flipped class model. In this model, educators must continuously observe the students, offer instantaneous feedback, and assess the students. Although educators have a less visible role in the classroom

With the growing interest toward the flipped class model, Bergmann et al. describe that the model leads to misunderstandings by the practitioners of it. According to the authors, flipped

• are not synonymous with online videos. In this model, interactions emerging during face-

• do not mean that students will spend the whole lesson time looking at a computer screen

Flipped class model seems advantageous, in that it encourages single-handed learning, new ideas arise in platforms of discussion, individuals come prepared to the subject, allows flexibility in watching videos, helps understanding of the subject, contributes to pre-learning, motivates learning, and offers the opportunity for the individuals in accordance with their characteristics. Besides, the flipped class model increases student's commitment to the lesson, strengthens team skills, provides individualized student guidance, focuses on class discus-

On the other hand, the flipped class model appears disadvantageous because of problems with Internet access, students coming to the classroom without necessary pre-work, some

Besides, Bergmann and Sams [4] described two major problems that may be experienced in the flipped class model as the lack of means to check whether the students have watched the video and the vagueness of what the students who have not watched the video prior to the lesson will do in the classroom, and offered the following suggestions for the problems [4]:

• to verify whether the students have watched the video, having the students log in to the page with a username and password, or come to the classroom with questions on the video

• do not mean unplanned, non-programmed, and disorganized work by students

**3. The advantages and disadvantages of the flipped class model**

students resisting to new applications, and lack of simultaneous feedback [25].

to-face time and meaningful learnings are more important

• are not replacement of instructors and teaching by videos

• do not mean that students will study alone

sions and offers freedom of teaching [23, 24].

prepared beforehand.

in this model, they are the required element for the flipped class model to develop.

study themselves.

class practices [22]

• are not online lessons

The flipped class model involves the students in the learning process and combines the benefits of direct delivery of a lecture used in the traditional learning method with those of active learning. Hence, flipping the classes is being supported as a teaching method that will enable usage of the time to be devoted for delivering the lecture in the classroom much more efficiently through the use of currently available technologies which facilitate access to information. Thus, active learning methods that can be used within the classroom offer the opportunity for teachers to act as a guide while assisting the students to advance their skills such as peer communication, collaborative learning, and taking on their own learning responsibility, thus improving active learning activity. The skill of taking on one's own learning responsibility is reinforced by coming to the class prepared and assuming active roles in in-class activities [11–13]. This method offers advantages to the instructor as well, particularly enabling them to understand and correct the thinking/reasoning errors of the learner and achieve the learning goals with more interactive methods instead of delivering a lesson in the classroom [11, 14]. Besides, although it takes time to prepare, the flipped class model allows the teachers to actualize transformative experiences for their students, build flexible teaching strategies, and make the lessons appealing [15].

The underlying idea of the flipped class model is to devote in-class time to active learning. This is a model that encourages the use of technology in the classroom as well as at home (e.g., video records) for active learning. With the flipped class model, most of the time spent in the classroom is used for communication in comparison to the traditional teaching [16]. This model is student centered. Each student has the responsibility to understand the material at a basic level before coming to the class, and this enables the student to take interest and participate in classroom discussions [17, 18]. Knowledge acquisition takes place at the own pace and guidance of the student; when and how the student will view the content is at their own control. The instructor provides guidance on the content, interactive practices, and creative thinking to facilitate learning, ensures deepening the information, and offers feedback. By offering materials of varying formats, the instructor also makes sure that learners with different learning styles are addressed to [18–20].

The features of the flipped class model are described as follows, emphasizing the word "flip" as an acronym [21]:


With the growing interest toward the flipped class model, Bergmann et al. describe that the model leads to misunderstandings by the practitioners of it. According to the authors, flipped class practices [22]


As can be seen in **Figure 2**, the flipped class model, which embodies the combination of active education models that require face-to-face communication with educator-centered methods that make less limited use of technology as well as varied opportunities offered through activities in and out of the classroom, will perhaps help us to access today's learners more easily.

190 Organ Donation and Transplantation - Current Status and Future Challenges

The flipped class model involves the students in the learning process and combines the benefits of direct delivery of a lecture used in the traditional learning method with those of active learning. Hence, flipping the classes is being supported as a teaching method that will enable usage of the time to be devoted for delivering the lecture in the classroom much more efficiently through the use of currently available technologies which facilitate access to information. Thus, active learning methods that can be used within the classroom offer the opportunity for teachers to act as a guide while assisting the students to advance their skills such as peer communication, collaborative learning, and taking on their own learning responsibility, thus improving active learning activity. The skill of taking on one's own learning responsibility is reinforced by coming to the class prepared and assuming active roles in in-class activities [11–13]. This method offers advantages to the instructor as well, particularly enabling them to understand and correct the thinking/reasoning errors of the learner and achieve the learning goals with more interactive methods instead of delivering a lesson in the classroom [11, 14]. Besides, although it takes time to prepare, the flipped class model allows the teachers to actualize transformative experiences for their students, build flexible teaching strategies, and make

The underlying idea of the flipped class model is to devote in-class time to active learning. This is a model that encourages the use of technology in the classroom as well as at home (e.g., video records) for active learning. With the flipped class model, most of the time spent in the classroom is used for communication in comparison to the traditional teaching [16]. This model is student centered. Each student has the responsibility to understand the material at a basic level before coming to the class, and this enables the student to take interest and participate in classroom discussions [17, 18]. Knowledge acquisition takes place at the own pace and guidance of the student; when and how the student will view the content is at their own control. The instructor provides guidance on the content, interactive practices, and creative thinking to facilitate learning, ensures deepening the information, and offers feedback. By offering materials of varying formats, the instructor also makes sure that learners with differ-

The features of the flipped class model are described as follows, emphasizing the word "flip"

• Flexible Environment: It describes a learning setting that allows for the flexibility for students to choose when and where they will learn, which allows the teacher to organize the

• Learning Culture: It is a student-centered approach as opposed the teacher-centered traditional model. Means for profound and creative learning are offered during in-class time. Involved in their own learning processes and evaluating their own learnings, students par-

learning setting in different ways to be personal or cooperative.

ticipate actively to the structuring of information.

the lessons appealing [15].

as an acronym [21]:

ent learning styles are addressed to [18–20].

