Flipped classroom as constructivist blended learning that moves lower-order Bloom's levels outside class¶
Design · All designs
Evidence · no claims cited
Description¶
The article describes the flipped classroom as "a specific type of blended learning" rooted in constructivist learning theory, in which students acquire foundational knowledge through instructional videos before class and class time is devoted to "problem-solving, deep conceptual learning, group discussions, and the clinical application of existing knowledge." Lower levels of Bloom's taxonomy are addressed outside class while in-class time advances higher-order skills. In the trial this design was implemented over four two-hour sessions with Telegram-delivered materials.
Design Implications¶
Context¶
Requirements¶
- Pre-class materials available online before each session
- Students arrive prepared to engage in discussion and group work
Constraints¶
- The article notes pre-class preparation time (60–80 minutes per session in its logs) is a key practical concern where student workloads are high
Target Learners¶
- undergraduate nursing students
- health professions students
Learning Goals¶
- foundational content knowledge
- higher-order cognitive skills such as application and analysis
Claims¶
Related Designs¶
- Flipped classroom as an inversion of knowledge delivery explained via zone of proximal development and cognitive-process staging
- Flipped Classroom Instruction as a learner-centred model shifting direct instruction out of the group space
- Three-module conceptual framework linking Bloom's Revised Taxonomy, flipped classroom and collaborative learning
- HI-AI collaborative flipped classroom framework explained by constructivist learning theory, cognitive load theory, and the technology acceptance model
- Flipped learning as a social-constructivist, student-centred model grounded in Vygotsky's zone of proximal development
Examples¶
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Key Sources¶
- Yousefi Mahboubeh Sadat, Fooladzadeh Dehghan Mohsen, Ilkhani Mahnaz, Khajoei Rahimeh, Heidari Saeide, Jokar Mozhgan. (2026). The effects of flipped classroom versus lecture-based learning on academic performance and perceptions of classroom environment among nursing students: a randomized controlled trial. BMC Medical Education. https://doi.org/10.1186/s12909-026-09746-y
Page metadata
| Field | Value |
|---|---|
type |
design |
id |
flipped-classroom-constructivist-blended-model |
title |
Flipped classroom as constructivist blended learning that moves lower-order Bloom's levels outside class |
description |
The article describes the flipped classroom as "a specific type of blended learning" rooted in constructivist learning theory, in which students acquire foundational knowledge through instructional videos before class... |
status |
review |
generated |
by process:settle-candidates on 2026-11-04 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — yousefi-mahboubeh-sadat-2026 |
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