Education in Medicine Journal (ISSN 2180-1932) © www.eduimed.com | e20 CORRESPONDING AUTHOR: Assoc Prof Fatimah Lateef, Dept of Emergency Medicine, Singapore general Hospital, Outram Road, Singapore 169608. Email: Fatimah.abd.lateef@sgh.com.sg An Overview of the Flipped Classroom The flipped classroom has long existed in various forms, but was popularized and solidified as a model by Jonathan Bergmann and Aaron Sams (1, 2). They first published a book on it in 2012, titled "Flip Your Classroom: Reach Every Student in Every Class Every Day"(1, 2). This model aims to reform age-old teaching methods that are inefficient and often fail to engage students in the classroom (3). The flipped classroom is a concept whereby schoolwork is done at home and homework is done at school (1). Also known as the 'inverted classroom', the flipped classroom has infiltrated many classrooms in the West. Media like the The New York Times (4) and The Washington Post (5) have even reported on it. Books deliberating it have surfaced and teachers themselves have tried, tested and advocated it (2-10). Following the widespread success of the flipped classroom as reported in the West, this paper aims to discover the response of Asian users. To our knowledge, this is the first paper to report on the Asian perspective of the flipped classroom model. © Medical Education Department, School of Medical Sciences, Universiti Sains Malaysia. All rights reserved. ABSTRACT Introduction: The flipped classroom is a radical pedagogy whereby online lectures take place outside class, and the conventional classroom is used for active problem solving. It has successfully met the approval of students and teachers alike in the Western world. Objective: This paper aims to evaluate the response to flipped classroom teaching in Asian schools. Asian students stereotypically learn differently from their Western counterparts hence their receptivity to flipped classrooms may also vary. Method and Result: Collective results from twelve case studies carried out in Asia reflect a positive response from majority of the Asian students who experienced the flipped classroom. Conclusion: The flipped classroom, although a relatively new model of practice in Asia, appears to be gaining momentum and is well-received. These findings not only fuel the necessity for more resources to be channelled into furthering the potential of the flipped classroom in Asia, they can also be of special value to schools with a strong international culture worldwide. The Flipped Classroom: Viewpoints in Asian Universities Chua Shu Min Joanne 1 , Fatimah Lateef 2,3 1 3 rd Year Medical Student, Royal College of Surgeons in Ireland (RCSI), Ireland. 2 Senior Consultant, Director of Undergraduate Training and Education, Director of The Institute of Medical Simulation and Education, Singapore General Hospital. 3 NUS Graduate Medical School and Yong Loo Lin School of Medicine, National University of Singapore. REVIEW ARTICLE Volume 6 Issue 4 2014 DOI:10.5959/eimj.v6i4.316 www.eduimed.com ARTICLE INFO Received : 24/09/2014 Accepted : 20/10/2014 Published : 01/12/2014 KEYWORD Flipped classroom Asia Pedagogy Learning culture