• Dr.MOUSUMI CHAUDHARI
• RAJ LAKSHMI

Abstract: In most academic fields there is constant evolution and change in order to improve and further each field. Although that is also the case in education, we still find the method of lecturing the material that has evolved very slowly and often seems to be stuck on an evolutionary track that has little to do with the possibilities and the times we live in. Still to this day we find educators that are stuck lecturing material in a 18th century lecture room style to a group of differently motivated student who then assimilate the knowledge to a large extent away for the classroom In higher education, teaching faculty has a history of moving the course content to outside the class. Think of the science class where students read about the theory and then use lab time to practice the techniques, or the English course in which the professor gave instant feedback on writing exercises during the class time. It is not surprising to see that a growing number of teaching faculty are leveraging new technologies and are embracing the flipped model. A growing number of higher education individual faculty have begun using the flipped model in their courses. To engage in Flipped Learning, teachers must incorporate the following four pillars into their practice.

Academic fields, Flipped Learning, Technology

" Flipped Learning in Higher Education", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.6, Issue 4, page no.445-449, April-2019, Available :http://www.jetir.org/papers/JETIR1904367.pdf

" Flipped Learning in Higher Education", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.6, Issue 4, page no. pp445-449, April-2019, Available at : http://www.jetir.org/papers/JETIR1904367.pdf