Przejdź do treści

Uniwersytet Śląski w Katowicach

Wydział Sztuki i Nauk o Edukacji


full-text article

DOI: 10.34916/el.2019.11.10

Nataliia Morze , Viktoriia Vember, Liliia Varchenko-Trotsenko Borys Grinchenko Kyiv University (Ukraine)

Abstract: This article shows peculiarities and tendencies of flipped learning implementation in the educational process of higher educational institutions, describes the model of flipped learning implementation using e-learning courses. The authors present the results of the survey conducted within the framework of the international project Erasmus + MoPED on flipped learning, participated by bachelor’s and master’s degree students of the Borys Grinchenko Kyiv University. The article includes an example of a flipped learning sequence based on intended learning outcomes and Bloom’s taxonomy. The example provides a list of students’ activities, including assessment, and their distribution among the phases of flipped learning sequence: Pre-Phase, Face-To-Face Phase and Post Phase.

Keywords: flipped learning; educational video; Bloom’s taxonomy; intended learning outcomes (ILOs); higher education


  • Anderson, W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s educational objectives. New York: Longman
  • Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Washington DC: International Society for Technology in Education. ISBN: 978-1-56484-315-9. Retrieved from (accessed on 20 July 2019)
  • Bloom, B. S. (1994). Reflections on the development and use of the taxonomy. In K.J. Rehage, L.W. Anderson & L.A. Sosniak (ed.) Bloom’s taxonomy: A forty-year retrospective (pp. 1–8). Chicago, IL: Yearbook of the National Society for the Study of Education.
  • Butt, A. (2014). Student views on the use of a flipped classroom approach: evidence from Australia. Business Education and Accreditation, 6, 33–43.
  • Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level systems spreadsheet course. Educational Technology Research & Development, 61, 563–580.
  • Findlay-Thompson, S., & Mombourquette, P. (2014). Evaluation of a flipped classroom in an undergraduate business course. Business Education and Accreditation, 6, 63–71.
  • Fleming, N. D. (1995). I’m different; not dumb. Modes of presentation (VARK) in the tertiary classroom. In A. Zelmer (ed.) Research and development in higher education, Proceedings of the 1995 Annual Conference of the Higher Education and Research Development Society of Australasia (HERDSA). 18. (pp. 308-313). Auckland: HERDSA.
  • Flipped Learning Network (FLN), (2014). The Four Pillars of F-L-I-P. – Retrieved from (accessed on 20 July 2019)
  • Gilboy, M. B., Heinerichs, S., & Pazzaglia, G. (2015). Enhancing student engagement using the flipped classroom. Journal of Nutrition Education and Behavior, 47, 109–114.
  • HE Academy. (2015). Flipped learning. – Retrieved from (accessed on 20 July 2019)
  • Hoffman, E. S. (2014). Beyond the flipped classroom: redesigning a research methods course for e3 instruction. Contemporary Issues in Education Research, 7, 51–62.
  • Hung, H. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28, 81–96.
  • Hwang, G.J., Lai, C.L. & Wang, S.Y. (2015) Seamless flipped learning: Amobile technology-enhanced flipped classroom with effective learning strategies. Journal of Computers in Education, 2(4), 449-473.
  • Intel® Teach Elements Collaboration in the Digital Classroom Retrieved from Collaborate_html/index.htm (accessed on 20 July 2019)
  • Jamaludin, R., & Osman, S. Z. M. (2014). The use of a flipped classroom to enhance engagement and promote active learning. Journal of Education and Practice, 5, 124–131.
  • Lage, M.J., Platt, G.J., and Treglia, M. (2000) Inverting the classroom: A gateway to creating an inclusive learning environment. The Journal of Economic Education, 31(1):30–43.
  • Mason, G. S., Shuman, T. R., & Cook, K. E. (2013). Comparing the effectiveness of an inverted classroom to a traditional classroom in an upper-division engineering course. IEEE Transactions on Education, 56, 430–435.
  • McLaughlin, J. E., Roth, M. T., Glatt, D. M., Gharkholonarehe, N., Davidson, C. A., Griffin, L. M., & Mumper, R. J. (2014). The flipped classroom: a course redesign to foster learning and engagement in a health professions school. Academic Medicine, 89, 236–243.
  • Missildine, K., Fountain, R., Summers, L., & Gosselin, K. (2013). Flipping the classroom to improve student performance and satisfaction. Journal of Nursing Education, 52, 597–599.
  • Morze N., Smyrnova-Trybulska E., & Umryk M. (2015) Designing an e-university environment based on the needs of net-generation students. International Journal of Continuing Engineering Education and Life-Long Learning, 25 (4). 466-486. ISSN 1741-5055
  • Morze, N. (2003) System of methodical preparation of future teachers of informatics in pedagogical high schools: diss. Doctor Pedagogical Sciences 13.00.02 / Nataliia Morze. Kyiv, 2003. 531 pp. [In Ukrainian]
  • Morze, N., Varchenko-Trotsenko, L. (2019) Use of flipped learning technologies based on video. Scientific journal of the Dragomanov National Pedagogical University. Series No 2. Computer-oriented learning systems. 21(28). 9-17. [In Ukrainian]
  • Morze, N., Buinytska, O., & Varchenko-Trotsenko, L. (2016) Creation of a modern electronic training course in MOODLE: Tutorial. Kamenets-Podilsky: Private entrepreneur O.A. Buinitsky. ISBN 978-617-608-064-0 [In Ukrainian]
  • Morze, N., Vember, V., & Varchenko-Trotsenko, L. (2017) Formative and peer assessment in higher education. In E. Smyrnova-Trybulska. Effective Development of Teachers’ Skills in the Area of ICT and E-learning. “E-Learning”. 9. (pp.159-180). Katowice-Cieszyn: Studio Noa for University of Silesia.
  • NMC Horizon Report (2018) Retrieved from resources/2018/8/2018-nmc-horizon-report. (accessed on 20 July 2019)
  • O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: a scoping review. The Internet and Higher Education, 25, 85–95.
  • Payne Jonatan (2019). Smartphone Use By College Students Retrieved from (accessed on 20 July 2019)
  • Roehl, A., Reddy, S. L., & Shannon, G. J. (2013). The flipped classroom: an opportunity to engage millennial students through active learning strategies. Journal of Family and Consumer Sciences, 105, 44–49.
  • Tucker, B. (2012). The flipped classroom. Education Next, 12, 82–83.
  • Vember V., Buchynska D. (2018) Centennials: a generation that needs new approaches to learning. In Y. Tryus (ed). Conference proceedings of III International Scientific-Practical Conference “Information Technologies in Education, Science and Technology” (ITEST-2018) (pp. 187-189). Cherkasy: ChSTU. Retrieved from V_Vember_D_Buchunska_ITONT_2018.pdf (accessed on 20 July 2019) [In Ukrainian]
  • Weber, Ch.M. (2003) Rapid Learning in High Velocity Environment: Dissertation to the Degree of Doctor of Philosophy In Management of Technological Innovation and Entrepreneurship / Weber, Ch.M. – Massachusetts Institute of Technology. 569 p.
  • Zimmerman, Barry J., and Dale H. Schunk, (Eds.) (2001) Self-regulated learning and academic achievement: Theoretical perspectives. Abingdon: Routledge, 2001.
return to top