Importance of Flipped Learning in Cross-Cultural Communication Context

This essay explores the significance of flipped learning, focusing on its impact within cross-cultural educational settings. The author begins by defining flipped learning as a pedagogical approach where students engage with learning materials before classroom sessions, allowing class time to be used for deeper understanding and discussion. The essay emphasizes the benefits of this method, including enhanced student engagement and the development of critical thinking skills through peer discussions and problem-solving activities. Furthermore, the author highlights the role of flipped learning in fostering cross-cultural communication skills, particularly in classrooms with diverse student populations and teachers from different cultural backgrounds. The essay argues that this approach not only enhances communication skills but also provides students with valuable examples of effective cross-cultural behavior, preparing them for future professional environments. The author concludes by reiterating the value of flipped classrooms in promoting cultural understanding and communication.

1IMPORTANCE OF FLIPPED LEARNING
Name of the Student
Name of the University
Author Note
Date
Importance of Flipped Learning – Teaching Children by Teachers from Different Culture and its
Effectiveness in Communication
Good morning my respected audience, today I am going to discuss the importance of
flipped learning. In this speech I would discuss the factors that are relevant in the teaching of the
children by the teachers who belong to cultures that are different from the cultural background of
the students. I would also shed light on the effectiveness of the flipped learning in
communication that exists among the teachers and the students.
The flipped learning refers to the pedagogical approaches to the activity of learning
wherein the students are introduced to the learning materials well before the allocated time for
the classroom timings. In this approach to the educational activities, the learning material is
provided to the students for their studying and the classroom times are utilized to deepen the
understanding of the issues that are highlighted in the given course of study. Gilboy, Heinerichs,
and Pazzaglia opines that the flipped learning also helps the concerned students to discuss the
issues that they encounter while browsing through the materials that have been provided to the
students. I believe that the classroom discussions of the peers of the student as well as the
activities dealing with the solving of the various problems are the major activities that are
undertaken by the students who have been practicing the flipped style of learning. The flipped
learning tends to deal with the application of the ideas that the students have learned from the

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materials that have been provided to them. Zainuddin and Halili opines that the classroom in this
case is used to deal with the several ways of the application of the ideas that are learned through
the development of the practical implementation of the ideas that the students have learned. I
believe that the classrooms turn to be a better area of the implementation of the issues and the
facts that are learned from the learning materials that have been provided to the students. The
teacher in case of the flipped learning helps in the facilitating the students to take control of their
own learning.
The classrooms that are present within the various educational institutions tend to deal
with the students who generally belong to varied cultural backgrounds. The flipped learning
within the educational institutions tend to help in the development of the various factors that are
related to the communication among the different cultures. Kälin points out that the
communication within the members belonging to the different cultural backgrounds tend to help
the students to develop the skills of communication that would help them in the development of
the skills that are required for the activities that are related to the communication within the
business houses. I would like to opine that the cross-cultural communication that exists within
the classroom helps in the development of the learning on the various cultures and the issues that
are presented due to the differences in the expressions and information sharing using the body
language or gestures. The cross-cultural communication among the teachers also sets an example
for the other students to follow. Bird and Mendenhall argues that the communicational skills that
are presented by the teachers belonging to the different cultural backgrounds tend to help the
students to find an example of the behavior that they should demonstrate in case of the other
students who belong to different cultural backgrounds. I would like to believe that the
development of the skills in the case of the students help in the greater contribution to the various

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business organizations that they would be serving in the future as the dependable employees of
the organization.
In lieu of the above discussion, I would like to state that the cross-cultural
communication finds a great application in the flipped classrooms. The flipped classrooms,
according to me, help in the development of the knowledge on the various cultural behaviors as
is demonstrated by the concerned students who generally belong to the diverse cultural
backgrounds.

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Works Cited
Bird, Allan, and Mark E. Mendenhall. "From cross-cultural management to global leadership:
Evolution and adaptation." Journal of World Business 51.1 (2016): 115-126.
Gilboy, Mary Beth, Scott Heinerichs, and Gina Pazzaglia. "Enhancing student engagement using
the flipped classroom." Journal of nutrition education and behavior 47.1 (2015): 109-
114.
Kälin, Walter. "Troubled communication: Cross-cultural misunderstandings in the asylum-
hearing." International Refugee Law. Routledge, 2017. 175-186.
Zainuddin, Zamzami, and Siti Hajar Halili. "Flipped classroom research and trends from
different fields of study." The International Review of Research in Open and Distributed
Learning 17.3 (2016).