For many years, our web development classes have been taught using the flipped classroom model. The flipped classroom has students watch videos and prepare for class before the class meeting so that they can work on the assignment during class time. The flipped classroom model is a kind of classroom makeover that provides students with direct, clear ways to interact and engage with the teacher in the learning process. This is different from the oftentimes stale and one-dimensional methods of teacher-centered lectures; instead, students are given the appearance of being in the driver's seat of their own education. Students can help each other with assignments and share insights during class time. Supporters of the flipped classroom contend that students are better equipped for class and thus learn more effectively. They assert that if students engage with the content prior to class, they will demonstrate a much higher level of understanding during class and, in turn, will demonstrate a much higher level of engagement with the content during class. Proponents of the flipped classroom insist that students demonstrate a higher level of understanding of concepts during class time and in assessments after class when the classroom experience itself is considered. When students arrive in class ready and prepared, they are able to get down to the business of problem solving right away. They engage actively with their classmates in solving tasks that demand their attention, and they seem so confident in their abilities that one might assume they have already worked through the difficult parts of each task. Although the flipped classroom is an engaging and innovative learning model, it has met with some considerable resistance, mainly because of the significant challenges it poses. One of the main worries centers around technology. Not all students have equal access to the required devices or to a dependable internet service, which can create a digital divide that really harms learning. And the kind of independent work required of students in the inverted classroom can put a serious strain on some students, especially those who have trouble with self-motivation or time management. The flipped classroom is effective only if the pre-class materials are good enough to prepare students for the in-class work. The pre-class and in-class work of students is like the two sides of a coin; if either side fails to deliver, the coin does not serve its purpose. Instructors must ensure that the pre-class work is worthy of the students' time, which can only be achieved through some combination of thoughtful design, understanding of the medium, and knowledge of the audience. The many sides of the flipped classroom model bring forth both its likely benefits and also some substantial challenges. Advocates say that it gets students engaged and helps them understand the material better. Meanwhile, the flipped classroom's critics raise important issues that cannot and should not be ignored. They point to the fact that not all students have equal access to the requisite technology, which is essential if the flipped classroom model is to work as intended. This paper will discuss the flipped classroom model and provide insight from years of using the model in web development curriculum.

Keywords: Flipped classroom, curriculum.