ABSTRACT
This chapter talks about blended learning and the flipped learning model, briefly note their historical foundations and address common misconceptions. It discusses learning theories that underlie the model and describes current, although limited, empirical research findings. The chapter describes concerns that have been raised and best practices centred around the flipped classroom in the Gulf region. The seminal work from John Bransford, Ann Brown and Rodney Cocking, reports three key findings about the science of learning, two of which help explain the success of the flipped classroom. Al-Zahrani conducted a study to investigate the impact of flipped classroom on students' academic achievement based on the sixth level of Bloom's Taxonomy. The study context was higher education students in the Faculty of Education at King Abdul Aziz University in Saudi Arabia. The study procedures included the pre-administration of the study instruments, the treatment and the post-administration of the instruments.
