Review of ‘Conceptual framework for flexible learning design: The Context of flipped classroom’ by Kenan Dikilitaş and Ingrid Noguera Fructuoso

by | Jan 5, 2024

Paker Doğu Özdemir

Director at the Center for Research and Best Practice in Teaching and Learning MEF University, Istanbul, Turkey 

I am Paker Doğu Özdemir, serving as the Director at the Center for Research and Best Practice in Teaching and Learning (CELT) at MEF University. I bring this review of “Conceptual Framework for Flexible Learning Design: The Context of Flipped Classroom” by Kenan Dikilitaş and Ingrid Noguera Fructuoso from the vantage point of a leader in a pioneering institution that fully embraces the flipped classroom model. 

The report offers an insightful exploration into the interplay between flexible learning designs and the flipped classroom model. It meticulously dissects the concept of flexibility in education, emphasizing its critical role in creating adaptable learning environments. Through a nuanced discussion on the dimensions of flexibility, the authors not only elucidate what flexibility entails but also highlight its multifaceted impact on pedagogical strategies, course design, and institutions.

Dikilitaş and Noguera Fructuoso bridge the theoretical underpinnings of flexible learning with practical applications within the flipped classroom. They adeptly navigate through constructivism, Self-Regulated Learning (SRL), social constructivism, and Sociocultural Theory to illustrate how these theories inform flexible learning environments. The narrative highlights the importance of student-centered approaches, advocating for pedagogical designs that empower learners through choice.

The report also ventures into the realm of technology’s role in flexible learning, presenting digital platforms as pivotal in facilitating diverse learning modalities. This exploration is particularly timely, considering the ongoing advancements in digital education tools and the increasing incorporation of AI into learning environments, which the report also highlights. The authors provide insights for educators seeking to harness technology in fostering more inclusive and versatile learning experiences.

As a leader in flipped classroom implementation, I have come to recognize the complexities inherent in its implementation. The authors discuss challenges such as institutional barriers, educator adoption, and student self-regulation in implementing flexible learning environments but could delve more deeply into obstacles. For example, policies around flipped classrooms must be clear, and the culture of flipped learning should be deeply ingrained within the entire institution. Furthermore, instructors often struggle with the design and implementation of flipped learning as it requires educators to not only rethink their role in the learning process but also to master a variety of instructional technologies and methodologies. 

The literature indicates that educators need to devote considerable time to teaching-related practices, have a robust instructional design for guiding students through both pre-class and in-class active learning, and be adept at utilizing new technologies. These challenges are likely to become even more significant in environments focused on flexible learning, as instructors must make more complex designs and execute them in less structured instructional environments involving multiple modalities, thereby immensely increasing the time required for designing learning. Moreover, institutions will need road maps on how to adopt this emerging approach successfully. Therefore, a more comprehensive analysis of these challenges, coupled with concrete strategies for overcoming them, would significantly enhance the utility of the report for educational practitioners and policymakers.

The report positions the flipped classroom not merely as a pedagogical tactic but as a transformative framework capable of accommodating diverse learner needs. This perspective is crucial for educators and institutions aiming to navigate the shifting landscapes of higher education, especially in the aftermath of the COVID-19 pandemic which has shown the necessity for more adaptable and resilient educational models. As a flipped learning expert, I find this work to be a valuable addition to the discourse on flipped learning. It offers a comprehensive overview of the theoretical foundations of flexibility in education, while also providing pragmatic guidance for implementing these concepts within the flipped classroom model. The authors’ emphasis on inclusivity, student autonomy, and the strategic use of technology aligns with contemporary educational needs and challenges. 

“Conceptual Framework for Flexible Learning Design: The Context of Flipped Classroom” is a seminal work that enriches our understanding of flexible learning within the flipped classroom context, making this report a must-read for educators, administrators, and policymakers looking to foster more dynamic and responsive learning environments.


UiS Link to the E-book :