The Impact of Peer Learning and the Flipped Classroom Model on Large Classrooms – A Literature Review


  • PHANISHREE GUNUKULA Marriotts Ridge High School, Ellicott City, MD
  • Mihai Boicu Information Sciences and Technology, George Mason University, Fairfax, VA



Learning from mistakes is a crucial part of a student’s education. Larger classroom sizes make it significantly more difficult for students to learn from their mistakes because of the lack of personalized instruction. To allow more time for personalized teaching, the flipped learning model was introduced, which consists of teachers assigning lecture materials to be studied outside of the classroom and students applying the knowledge during the class. Studies have proven that flipped learning has not only produced higher test scores than traditional learning practices, but it has also increased students’ critical thinking skills. Another issue with larger classroom sizes is that it is nearly impossible for all students’ questions and mistakes to be given attention to. To combat this issue, a peer learning strategy was introduced, in which students learn from and with other students. Researchers found that classrooms that engage in peer learning have increased test scores compared to classrooms without, and that using peer learning students have increased social skills and are more open minded towards new ideas. Both the flipped classroom model and peer learning should be adapted to more classrooms since they both help students learn from their mistakes despite the constraints of large classrooms.





College of Engineering and Computing: Department of Information Sciences and Technology