Figure 1.

Bloom's taxonomy in a traditional versus a flipped classroom (5). In a traditional classroom, information is often provided en masse to learners in a passive format, with the expectation that higher-order learning is achieved through self-directed learning. Comparatively, the active learning in a flipped classroom promotes higher-order cognitive domain activities in a variety of novel formats (problem-based learning, etc.) that build upon learner-lead knowledge exposure outside of the classroom.