Flipping isn’t for everything or for every class. There are some negative aspects, as you no doubt have figured out.
The digital divide is a real thing.
In order to flip effectively, it really helps to have access to strong internet signal. Your students may not have this at home, and their local library or coffee shop may not suffice. It is essential you find out what the connectivity challenges are for your students before you require them to watch videos or do online activities outside of class.
It’s a matter of trust.
You have to build and maintain trust with your students, and they have to validate your trust in them. How can you ensure that your students are engaged enough in the class to do the necessary preparation to make flipping work?
Planning, planning, and more planning.
Flipping your classroom requires some serious examination of your course preparation. You have to inhabit the seat of a student and determine which lessons, which activities will be served best by in-class or at-home. You have to see which of your lectures or lessons can be video or audio taped and uploaded in an easily accessible format. You need to examine your course goals and map a path that helps students find their way in this new format.
Flipped classrooms are pretty terrific for helping students learn critical thinking and problem-solving skills. They are not ideal for memorization of terms or concepts. In order to use a flipped classroom for test prep, you will have to be very focused in your design. Can you create games for in-class time that help students learn specific ideas, dates, and skills? It will take some labor on your part to be sure you are meeting their needs.
Flipped learning by its very nature will increase screen time, if the activities you include require them to be online. More screen time can feel like more passive learning, which has a bad shelf life for retention and can cause students to disengage from the process out of frustration or boredom. You will need to be sure that you design activities that keep this in mind. Can their reading of a play be attending it instead? If you’re studying art history, can they have a scavenger hunt that requires them to go to the Art Museum and draw or take pictures of certain things? If they’re learning about water purification, can they take a tour of the water treatment facility and interview staff? Find ways to keep the 3-dimensional aspect in their learning whenever possible.