# Introducing Personal Teaching Environment for Nontraditional Teaching Methods
## 5 Findings: Research Questions 2 and 3
### Flipped Classroom  
In traditional teaching methods, teachers spend time teaching the students in the classroom and give students assignments and quizzes to complete at home. The flipped classroom, or, \"inverted classroom\", is a type of blended learning [36] that changes the role of responsibilities of the classroom and home [37]. In a typical flipped classroom setting, students might watch prerecorded videos at home. The class time focuses on activities that enhance the overall learning environment [36], which improves the connectivity between students and teachers. Additionally, students are able to access their teachers through the videos at home and then again in the classroom. This eventually increases the chance for personalization and generates more accurate guiding of learning. Students practice under the guidance of the teacher while accessing their content. The teachers using flipped classrooms can apply a range of teaching methodologies such as video recording while lecturing, creating videos with screen-capture software, or using videos found online from databases such as YouTube or professional websites [38]. This allows teachers to improve communication and connect more with the students [39]. The authors of [40; 41; 42] provided a structure for flipped classroom settings, as shown below in Figure 4. The structure mainly contains preclass, in-class, and postclass activities that need to be completed. For successful implementation of the flipped classroom, as mentioned in [43], teachers need to take into consideration three things. Firstly, the engagement of the student's interests and participation in pre- and postclass activities must be considered. Secondly, the connection between the teacher's input and the student's output needs to be equally continuous, critical, and creative. Thirdly, a reflective attitude about the teaching and learning that is taking place and must be done by teachers and students must be adopted.  
In 2020, the author of [44] tested the flipped classroom effects on online teaching. A total of 39 participants enrolled in this experiment. The research suggested that having a flipped classroom for online teaching is executable. The online teaching activities performed can improve students' engagement, skills, and knowledge learning. Similarly, the authors of [45] investigated the impact of the flipped classroom on students' learning. They found improvement in the cognitive learning outcomes, competence, and level of satisfaction of students' learning outcomes and experiences, with a particular benefit for low-performing students. The authors of [46] categorized the students into low-, medium-, and high-performing groups. The low-performing group was the most encouraged to learn, and was greatly impacted by the class. In 2016, the authors of [47] compared student performance  
Figure 4: Adapted flowchart for the structure of flipped-classroom settings.  
and perception toward the flipped classroom and blended learning against traditional teaching. The majority of students had positive feedback toward flipped learning and blended learning in concept clarification and exam preparation. However, this study's statistical comparison shows similarities in students' exam grades between teaching with the traditional and flipped method.