ABSTRACT
Educause states that flipped classroom has two defining components: moving the lecture outside of class, usually delivered through some electronic means, and moving the practical application assignments, formerly homework, into the classroom. Theoretically, the flipped classroom model represents a unique combination of two opposing learning theories: active, problem-based learning activities founded upon a constructivist educational philosophy and instructional lectures derived from direct instruction methods initiated by the learning theories of behaviourism. In contrast to the traditional model in which first exposure to content knowledge occurs via lecture in class, the flipped classroom model encourages students to assimilate knowledge through homework. Numerous studies have been conducted to provide positive evidence to support the effectiveness of the flipped classroom model. The concept of flipped classroom is even more vital when working with students with disabilities in art. The flipped classroom approach allows students with disabilities time to process content and practice techniques at home.
