Regular Classroom versus Flipped Classroom: A Comprehensive Pedagogical Analysis in Contemporary Higher and Medical Education

Abstract

Background: The evolution of educational methodologies has led to the growing adoption of learner-centred approaches, among which the flipped classroom model has gained significant prominence. This study critically compares traditional (regular) classroom teaching with the flipped classroom approach in higher and medical education.

Methods: The regular classroom relies on in-class didactic lectures followed by independent learning. In contrast, the flipped model reverses this paradigm by introducing pre-class learning and utilising classroom time for active engagement. Through a structured quasi-experimental design, this study evaluates cognitive outcomes, learner engagement, knowledge retention, and student satisfaction.

Results: Findings indicate that the flipped classroom significantly enhances higher-order cognitive skills, promotes active learning, and improves long-term retention compared to traditional teaching. However, the study observed challenges such as increased preparation time, technological dependence, and variability in learner compliance.

Conclusion: The study concludes that while flipped classrooms promote deep learning, a hybrid model may offer optimal outcomes in resource-constrained settings.