**8. What should be paid attention to in a flipped classroom?**

according to the constructivist theory, assessment and evaluation methods should be changed accordingly after teaching processes in which active teaching strategies are extensively used. • Formative evaluations are important in monitoring the improvement of the learner and

TED-Ed: Free videos available which can be customized by educators

Vimeo: Video-sharing website, not restricted to educational content

Powtoon: Software which allows users to develop colorful animated

ShowMe: Free iPad app that allows educators to create and share

Blackboard: Commercially available platform for online learning

DropBox: Web-based repository that allows educators and students to

Educlipper: Online social platform that allows educators to collect,

allow students to hold online, interactive discussions during class Wikispaces Classroom: Wiki application which allows students working in small groups to record and playback discussions, either to group or

involved in classroom discussions from a different location

GoToMeeting: Webcasting tool that allows educators to share screens

Externally produced video content iTunesU: Large online catalogue of free educational content

presentations

Learning management systems Moodle: Open source web platform for online learning activities

activities

facilities

for use with own students

Presentation software Microsoft PowerPoint: Most well-known presentation software, slides

Screencasting software Camtasia: Allows capture and personalization of videos, can be viewed from mobile devices

Other content delivery applications Edmodo: Virtual learning environment with online discussion and poll

Social networking applications Twitter: Online social networking platform where "hashtag" categories

during plenary session Video-calling and webcast software Skype: Videoconferencing tool that allows outside speakers to be

Audience response systems TurningPoint: Commercially available "clicker"-operated system,

**Table 1.** Learning resources that can be used in a flipped classroom [40].

Other polling applications Poll Everywhere: Web-based alternative to clickers. Free for audience size up to 40 people

can be narrated to produce short videos

whiteboard-style lessons with students

share documents and large attachments

and interact with an outside speaker

allows real-time feedback and polling

store, and share web resources with students

checking the efficiency of the in- and out-of-class activities.

198 Organ Donation and Transplantation - Current Status and Future Challenges

**Resource Features**

Source: Moffett [40]

It is possible to say that the flipped learning approach contributes to more active involvement of learners in the learning process and help them learn better by increasing their motivation. However, it also appears that very diligent and meticulous work is required in implementing it. There are many points to consider, especially by the educator, in implementing the flipped classroom concept. Foremost among these is the preparation of videos that are included in out-of-class activities. When preparing videos, having an extended video length causes students to get distracted and reduces the viewability of the video, decreasing the success of the practice. Therefore, the recommended duration for the videos was limited as 20–30 min [38, 50, 51]. It may also be useful to add motivating elements to the videos and to add worksheets or questions at the end of the videos to be able to understand whether students have watched the video [45, 47, 51]. Videos prepared by the educator will improve acceptance of the model by the students. This is because flipped classroom exercise should be adopted not only by the educators but also by the students [37]. The practice should be clearly explained to the students for them to adopt the model. Studies report that students find it difficult to internalize the practice when they are not open to change and sometimes because of cultural habits, especially in Asian countries [46, 56]. Students and educators who are equipped with knowledge about their duties and responsibilities surrounding this practice will contribute to successful implementation of it.

Another point to consider is to encourage students to come to the class prepared. For this, in- and out-of-classroom activities should be defined and planned very well and executed according to the plan. Effective use of time and material and the qualities of in- and out-ofclassroom activities are the factors that directly affect learning [49, 50]. For example, out-ofclassroom activities should be planned so as not to place excessive burden on the student and care should be taken to ensure that materials are comprehensible, especially for difficult subjects. In addition, out-of-classroom activities should be arranged to cover not more than 60 min a day. In in-class activities, on the other hand, approaches should be offered to learners, which allow them to ask questions to improve their deep learning skills, to make associations by following the flow of thoughts, and to make assessments and estimations. Learnings should be supported by proper feedback at proper times and opportunities should be offered for the learner to reflect so that they can comprehend their own learnings. This not only supports learning efficacy but may also be used to formatively evaluate student's knowledge [43–45]. Methods to be used in assessment and evaluation should also be structured to the content and targets of education. Quizzes measuring conventional knowledge should not be maintained when the classrooms are flipped.
