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Top2. Background
Teaching methods are depending more and more on technology use, where universities, faculty members, and students are exploring new available options. Flipped classes are used to focus the class time toward a discussion more than offering knowledge. In its basic form, teachers prepare the material using short video clips and upload them to the Internet (using a learning management system (LMS)). Students watch the videos and come to class for discussion. Such setup is changing the role of faculty members from knowledge providers to learning facilitators. The major definitions related to flipped classes revolves around shifting the management of the learning process from teachers to students. Such definition is considered the foundation of many reported ones that focused on making students the new knowledge producers rather than consumers (Cohen, 2016; Shu, 2015).
Online videos are the main tool for offering the material (Foldnes, 2016) where blended learning is used. The technique is used to optimize class time and change the role of students and teachers (Zhang, Dang & Amer, 2016). Teachers are facilitators of the learning process, where they help students understand the material and answer their request for clarifications (Obradovich, Canuel, & Duffy, 2015). Researchers emphasized the role of flipped classes in enhancing active learning and reducing the offering of material (Koo & Panahi, 2016). The method catches the innovative activities in a course and stresses the role of students in managing their learning process (Bhagat, Chang, & Chang, 2016).