**6. Emergence of the flipped class concept**

The conception of traditional teaching describes a process where the educator is deemed as the primary source of information and the action of learning is confined to within school walls and school time. However, the advancing education, technological opportunities, rapidly growing body of knowledge, and changing student profile force learning concepts to change and transform. With the changing educational paradigms, new learning approaches, models, and strategies to enhance the efficacy of learning in learning processes and encourage the learners in this respect are being sought [36–38].

Although referred by a different name, the foundations of the flipped class model were first laid in Miami University by the professors of departments that involve too much reading tasks including law, philosophy, sociology, and psychology because the duration of lectures was not enough to deliver the content [3]. With this model that was first being used in higher education, it was aimed to develop a system that will meet the learning requirements of students with varying styles of learning. Covering different educational resources and appealing to all learning styles, the system was named "Inverted Classroom". When planning the system, Lage et al. [3] first determined the subject and then recorded to videotapes while delivering the determined lecture during the class. The recorded lesson was copied and handed to the students. Students who wished so found the opportunity to watch the lecture over and over again and could fill their gaps of the subject. Later, PowerPoint presentations used during the lecture were voiced over and uploaded to web together with complete lecture notes, making them available to students. Getting the printouts of the written resources uploaded to the web, students were able to take the necessary notes on these resources and found the opportunity to undertake a more comprehensive and planned work. Coming to subsequent classes after studying the ready lecture notes they have, students discussed the points they could not understand in the company of their teachers right at the beginning of the lesson and practiced in depth on the subject once the points that could not be understood were eliminated, and engaged in laboratory work where they put their learnings into practice. For all these, a website dedicated for the lecture to access all students and address every learning style was built. The built website was uploaded with materials such as previous exam questions, worksheets, lecture presentations and lecture video records, and were shared with students. Students' questions were answered online in chat rooms created during specific time frames. A virtual library was put together over the established website. This education model was even offered for the appreciation of students and lecturers and a questionnaire and an assessment scale including open-ended questions were applied. While the developed model was received very well by students and lecturers, this first detailed and elaborately planned implementation did not attract the anticipated attention.

The individuals who ensured that the flipped model survived up to the present time and found widespread use were Jonathan Bergmann and Aaron Sams who worked as chemistry teachers in the Woodland Park High School, USA (2007). Bergman and Sams observed that students who could not attend a lesson for various reasons (students taking part in sports games, miscellaneous activities) were unable to fill their learning gaps afterwards. To solve this problem, the duo initially developed a software that could voice over PowerPoint presentations and convert them into a video format and had the students who could not attend a lesson for various reasons watch these videos. The students who could not attend classes learned their missed lessons by these videos. This attracted the attention of other students, and the videos were made available for viewing for all students, regardless of their attendance to the class. By means of the videos, students who missed classes were able to learn the lesson, while those who attended the classes found the opportunity to rehearse and capture the notes they had missed during the lesson. Shortly, these videos were heard of by other schools, students, and teachers who also began to use the videos. With the videos gaining fame in a short span of time, Sams raised the idea of replanning the teaching process. Bergman and Sams [4] asked "When do students really need teachers?" and argued that students needed teachers when they were solving problems at home rather than when the lecture was delivered, and that the students could learn the subject by themselves through videos. Bergman and Sams uploaded other lessons to web in the same way and described students how they should watch videos and take notes before coming to the class. Because when the students arrived at the classroom, the bits that were not understood were now apparent, the parts of the content that were not apprehended were figured out rapidly, and more time was spared for problem-solving and laboratory activities for which students actually needed a teacher [4].

materials at home, while learnings at the levels of applying, analysis, evaluation, and creating are achieved during the active learning processes including in-class practices, discussion, and problem-solving. An important advantage of the flipped class model is that it can incorporate

**Figure 3.** Bloom's taxonomy related to traditional and flipped learning. Source: Ouda and Ahmed [33].

The conception of traditional teaching describes a process where the educator is deemed as the primary source of information and the action of learning is confined to within school walls and school time. However, the advancing education, technological opportunities, rapidly growing body of knowledge, and changing student profile force learning concepts to change and transform. With the changing educational paradigms, new learning approaches, models, and strategies to enhance the efficacy of learning in learning processes and encourage

Although referred by a different name, the foundations of the flipped class model were first laid in Miami University by the professors of departments that involve too much reading tasks including law, philosophy, sociology, and psychology because the duration of lectures was not enough to deliver the content [3]. With this model that was first being used in higher education, it was aimed to develop a system that will meet the learning requirements of students with varying styles of learning. Covering different educational resources and appealing to all learning styles, the system was named "Inverted Classroom". When planning the system, Lage et al. [3] first determined the subject and then recorded to videotapes while delivering the determined lecture during the class. The recorded lesson was copied and handed to

the learning targets of each step in the Bloom's taxonomy.

194 Organ Donation and Transplantation - Current Status and Future Challenges

**6. Emergence of the flipped class concept**

the learners in this respect are being sought [36–38].

In short, the method of these two teachers has created a great deal of impression and, in 2012, the faculty staff of Northern Colorado University established a database by packing lecture contents to videos. Later on, Salman Khan, with the math videos he recorded without any commercial purpose, helped the model spread wider and be known as "Flipped Classroom" [39].

The title of the book released by Bergmann and Sams in 2012 was "Flip your classroom; reach every student in every class every day" [4]. As the title suggests, the main objective of the "flipped classroom" method is to make classroom lessons available using technology and to reach all students with different types of learning by making in-class activities more active.
