A STUDY OF EMERGING LEARNING ENVIRONMENT IN AN ACTIVITY DRIVEN CHEMISTRY FLIPPED CLASSROOM

Digital simulations, computer assisted instructions, videos etc. to enhance learning have limited effects
unless the traditional teaching model is transformed. Flipped learning is an innovative model of a classroom
structure where the coverage of content occurs outside of the classroom learning space using video/podcasts
and class time is made available for students to engage in hands-on collaborative learning. This study traces
the evolution of student engagement in a activity oriented chemistry flipped classroom in comparison to a
traditional class XI Chemistry course. The lecture content of the flipped class was delivered online via
videos. Class time was utilized for problem solving and active student-centered learning. The content in
traditional class was taught using lecture method. The learning environment and activity in both the
classrooms were investigated using the WIHIC [What is happening in this class] inventory. Results of the
quantitative data analysis support the efficacy of the instructional activities on the learning environment of
the flipped classroom.