The neurological learning process of the flipped classroom approach

Zsuzsanna Kispál-Vitai

Chapter 3 in Flipping the Classroom with Experiential and Community-Engaged Learning in Business, 2025, pp 34-45 from Edward Elgar Publishing

Abstract: Education has to recognize the requirements of the 21st century, not only in content but also in methodology. We must accept that the development of information technology has made it easy to acquire information. It has become comfortable to collect information, but it does not mean that humans’ neurological learning process has changed. People have to learn the same way as a hundred years ago; getting the information is more comfortable, but the way to learn it – to put it into long-term memory – has not changed. This chapter aims to show some neuroscience learning backgrounds and apply them to the flipped classroom approach. The research question for this chapter was: is this approach more effective than the traditional lecture–exercise–exam triad? The conclusion is that this approach does not provide more or better results than the classical one because of the neurobiology of human learning.

Keywords: Flipped classroom; Neuroscience; Working memory; Long-term memory; Instructional design (search for similar items in EconPapers)
Date: 2025
ISBN: 9781035321612
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