Flipped learning as a social-constructivist, student-centred model grounded in Vygotsky's zone of proximal development¶

Design · All designs
Evidence · 2 claims (2 for) · 1 study (1 causal), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The article frames flipped learning as a constructivist-inspired approach in which learners build their own understanding through in-class collaborative activities, combining peer-assisted, collaborative and problem-based learning with technology-driven pre-class activities. It draws on Vygotsky's zone of proximal development, "the distance between the actual developmental level as determined by independent problem solving" and the level reachable with adult guidance or capable peers, so pre-class content lets students learn fundamentals at home and internalise new tasks through interaction in class.

Design Implications¶

Context¶

Requirements¶

Pre-class preparation (videos or presentations) completed before face-to-face sessions
In-class collaborative activities with lecturer and peers
Instructor scaffolding and awareness of FL affordances

Constraints¶

Not all students adjust easily or take an active role; some prefer traditional lecture and passive learning (Engin, 2014, as cited)

Target Learners¶

pre-service teachers in higher education

Learning Goals¶

educational technology course content
collaboration and active learning skills

Claims¶

Examples¶

-

Key Sources¶

Abdullah M. Almodaires, Ghaida M. Alayyar, Tareq O. Almsaud & Faisal M. Almutairi. (2019). The Effectiveness of Flipped Learning: A Quasi-Experimental Study of the Perceptions of Kuwaiti Pre-Service Teachers. International Education Studies, 12(1). https://doi.org/10.5539/ies.v12n1p10

Page metadata

Field	Value
`type`	`design`
`id`	`flipped-learning-social-constructivist-zpd-framework`
`title`	`Flipped learning as a social-constructivist, student-centred model grounded in Vygotsky's zone of proximal development`
`description`	`The article frames flipped learning as a constructivist-inspired approach in which learners build their own understanding through in-class collaborative activities, combining peer-assisted, collaborative and problem-b...`
`status`	`review`
`generated`	by `process:settle-candidates` on `2026-11-01`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `abdullah-m-almodaires-2019`

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