Active learning is a way of education that imparts the responsibility of learning on learners. Active learning pedagogies ranging from simple lectures to structured pedagogies can be applied to online or face-to-face environments or in a combination of both. Multiple studies have shown that active learning can be done by flipped teaching which improves students understanding and retention of information. The flipped classroom approach, with its prime focus on active learning, attempts to address the concerns of academic staff and helps to meet the expectations of students for practical exposure. On contrary to the traditional pattern of teaching using conventional
classrooms and other e-learning methods, the flipped classrooms is a form of blended learning in which students first learn the content online by watching video lectures, usually at home, and do the homework in a class by discussing it with their teachers and colleagues. This approach allows having the most personalized interaction of the teacher with students. Flipped classrooms have started to become common on many university campuses. Despite the growing number of flipped courses, however, quantitative information on their effectiveness remains sparse because
of very less number of researchers on it. This paper, therefore, investigates the various major aspects of flipped technology to explore the effectiveness of a flipped classroom model on student’s performance and ease of use. The paper also presents a research of comparing
traditional class that engages students in some learning to a flipped classroom that creates more time for active learning using PAPRIKA technique of multi-criteria decision-making (MCDM). A group of students and teachers undergone through the different approaches to teaching have been evaluated for various attributes to determine the overall utility of Flipped teaching
