The document discusses the flipped classroom model of education, which shifts passive learning outside of class through prerecorded video lectures, freeing up class time for active learning methods like discussion and collaboration. It outlines the benefits of the flipped classroom model, including active engagement of students, as well as some limitations. The document also presents different software tools that can help teachers create video lessons and integrate them into a flipped classroom approach.

1. FLIPPED CLASSROOM
By Annie
From FLIPPED CLASSROOM – A PEDAGOGICAL
MODEL FOR ACTIVE LEARNING
Nadezhda Angelova1, Gabriela Kiryakova2, Lina
Yordanova

2. Abstract
 The development of the information and
communication technologies provides
opportunities for implementation of new
pedagogical models and approaches in
education. These models allow students to
participate actively in the learning process -
interact and collaborate with other
students and teachers. The aim of the current
work is to present the benefits of one of the
forms of blended learning - flipped classroom
and to research how it can be used as a means
of shifting from passive to active learning.

3. 1. INTRODUCTION
The aim of the current work is to present
the benefits of flipped classroom and to
research how it can be used as a means
of shifting from passive to active learning.
The presented software tools are
designed to help teachers in the creation
of interactive video lessons and efficiently
integrating them into the learning process.

4. 2. NATURE OF THE FLIPPED
CLASSROOM MODEL
2.1. Active learning methods
2.2. Advantages and disadvantages of
the model
2.2.1. Benefits
2.2.2. Limitations
2.2.3. Important requirements for
successful application of the model

5. 3. OUR EXPERIENCE
3.1. Just-in-time teaching
3.2. QR codes
3.3. Screen casting

6. 4. FREE SOFTWARE TOOLS FOR
CREATING LESSONS SUITABLE FOR
FLIPPED CLASSROOM
MODEL
 EduCanon
 Teachem
 VideoNotes
 Bluebbr
 Zaption
 EdPuzzle
 BlendSpaces

7. 5. CONCLUSIONS
 In general most students prefer video lectures
comparing with traditional way of teaching –
68%.
 There is a small group of students who do not
like to watch videos – they are getting tired, not
able to concentrate, prefer to listen to the
speaker and others. We think these students are
persons that do not like changes in general and
they are afraid of taking responsibility.

8. 6. REFERENCES