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

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

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

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 prepared beforehand.

• for the students who have not watched the video, having them watch it on a computer kept at the classroom. Thus, the students will understand the importance of participating in classroom activities.

information and to convert them into individuals by processing and shaping them, shortly, to introduce a "constructivist" consciousness. The pedagogic foundations of the flipped classroom approach are based on the constructivist learning theory. According to this theory, students do not take the information as is during the learning process. On the contrary, students take information as active constructive participants throughout the learning process and the responsibility of learning is solely on the student. The process or restructuring information is accomplished through problem-based learning, simulation and pair-share-like active learning strategies. In a flipped classroom, out-of-classroom learning processes depend entirely on self-controlled learning. In-class learning activities comprise higher-order cognitive activities that utilize active learning techniques including decision-making and problem-solving, which students perform through interaction. Constructivist theory does not deny the role of instructor in the learning process. According to the constructivist theory, the instructor is not the wise man who knows everything on the scene but the person who take sides and collaborates with the student during the learning process. Also in a flipped classroom, the instructor does not deliver a lecture but assumes to role of facilitating the learning process in

Organ Donation Course in Medical Education Program http://dx.doi.org/10.5772/intechopen.76657 193

In summary, the flipped class model encompasses such concepts as constructivist approach,

In 1956, Benjamin Bloom described the incrementally organized "Cognitive Domain" taxonomy. The main theme of this taxonomy was gradual and hierarchical listing of the things the educators want the students to know (learning targets). Bloom's taxonomy—which consists of remembering, understanding, applying, analyzing, evaluating, and creating stages—progresses from simple, concrete, and easy-to-learn behaviors representing the first step of learning to more complex, abstract, and harder-to-learn behaviors. It was also taken into consideration that each behavior is to be the prerequisite for the other, where they pertain to the same subject. In other words, the first behavior is the precondition of the behavior in the second step.

In the traditional classroom practice, the educator presents the new information by delivering a lecture. In this process, the students are considered to have reached the first two steps of Bloom's taxonomy, that is, remembering and understanding. After the class, students perform by themselves as homework the exercises of the more complicated higher steps. In the flipped classroom, on the other hand, students carry out the part that involves the relatively easier initial steps, that is listening to the lecture, at home by themselves. Practices for the difficult and complicated higher steps are accomplished through active learning methods accompanied by the educator. The students can thus advance up to higher-order cognitive

When viewed from the perspective of the reorganized Bloom's taxonomy, learnings at the level of the first to steps of understanding and remembering are accomplished by preparing

research-based method, active learning, and student-centered learning [13].

Moreover, the first behavior is included in the behavior in the second step.

**5. Flipped class model and Bloom's taxonomy**

skill stages in the taxonomy (**Figure 3**) [4, 33–35].

the classroom [28–33].
