As online education becomes more mainstream, many families are faced with a growing dilemma: What’s the best model for their child’s learning? Should they go for the modern-sounding “flipped classroom” approach, or should they opt for structured, live, teacher-led online lessons in small groups?
At Queens Online School, we’ve seen first-hand what truly works for children—and what doesn’t. While flipped learning has gained popularity in some educational circles, research and experience show that it is often ill-suited to the needs of school-aged children. Instead, a live, interactive, and teacher-led online environment offers a more effective, engaging, and supportive learning experience.
In this post, we’ll explain what flipped learning is, why it often fails children, and why structured, small-group live teaching continues to be the gold standard—especially when delivered by expert subject specialists.
What Is Flipped Learning?
The “flipped classroom” model flips the traditional learning structure on its head. Instead of receiving direct instruction during class time and practicing later at home, students are expected to watch recorded lectures or read new material at home. Class time is then used for exercises, discussions, or collaborative projects.
The idea is appealing in theory. Developed in the early 2000s by high school chemistry teachers Jonathan Bergmann and Aaron Sams, flipped learning promised more student engagement and deeper classroom interaction. Their book Flip Your Classroom sparked a wave of enthusiasm, particularly among educators looking for more flexible or technology-driven approaches.
However, what works for a motivated high schooler in a supportive home environment doesn’t necessarily work for a younger child—or even most teens. In practice, flipped learning places a heavy burden on the child and their family.
The Problems with Flipped Learning for School-Aged Children
1. Overreliance on Self-Discipline
Flipped learning assumes that children will watch videos or read academic materials independently and consistently. But how realistic is that? Many students, especially those in Key Stages 2–4, struggle with motivation, comprehension, and time management when working alone.
Without the guiding presence of a teacher, it’s easy for students to lose focus, misunderstand key concepts, or simply skip the prep work. According to a study by Strayer (2012), students in flipped classrooms reported more confusion and a lack of structure compared to traditional methods
2. Lack of Real-Time Support
Videos can’t answer questions. If a child doesn’t understand something in a pre-recorded lesson, there’s no opportunity for immediate clarification. This can lead to misconceptions that persist and snowball over time.
Clark (1983) noted that media alone doesn’t improve learning—it’s the instructional approach that matters. In other words, it’s not about the content delivery method, but the interaction and feedback loop between teacher and student.
3. Weak Student-Teacher Connection
Nothing replaces the encouragement, empathy, and guidance of a real teacher. Children learn best when they feel seen, heard, and supported. The Zone of Proximal Development, a theory developed by Vygotsky, underscores how critical social interaction is to a child’s ability to learn and progress.
Flipped models minimize this interaction, reducing children to passive recipients of content rather than active participants in a learning journey.
4. Inequality in Access and Support
Flipped learning also assumes that every child has a quiet space to study, access to reliable internet, and parental support at home. In reality, many children—especially those from disadvantaged backgrounds—don’t have this infrastructure.
The OECD (2020) highlighted how remote learning during the pandemic widened educational gaps, with self-directed models proving especially challenging for under-supported students.
5. Risk of Shallow Learning
Without guided discussion and real-time exploration, learning can become surface-level. Flipped models often encourage rote viewing of material rather than meaningful understanding. A 2017 meta-analysis by Lo and Hew found that flipped classrooms were only effective when paired with high-quality, teacher-led in-class activities—something that isn’t always guaranteed.
The Strength of Live, Interactive, Teacher-Led Online Lessons
By contrast, live online lessons in small groups—led by qualified subject specialists—create an environment where students thrive. Here’s why this model consistently outperforms flipped classrooms for school-aged children:
1. Real-Time Feedback and Adaptability
A skilled teacher can spot confusion, answer questions immediately, and adapt their approach on the fly. This responsiveness not only prevents misunderstandings but deepens student engagement. According to educational researcher John Hattie, feedback is one of the most powerful influences on learning outcomes, with an effect size of 0.73. It’s another reason why Queen’s Online school values its camera-on policy for their live lessons.
2. A Structured Routine
Timetabled lessons provide a sense of normalcy and discipline. Students learn to manage their time, follow routines, and build academic habits. This structure is especially important for younger learners who are still developing self-regulation skills.
3. Human Connection and Social Learning
Learning is a social activity. In small-group settings, students interact with peers, build friendships, and develop communication skills. Bandura’s social learning theory reminds us that students learn by observing others and participating in shared experiences.
4. Personalised Attention
In small groups, teachers can tailor their instruction to meet each child’s needs. Whether a student needs extra help or is ready to be challenged, the teacher can adjust accordingly. The Education Endowment Foundation (EEF, 2021) found that small-group tuition leads to an average of four months’ additional progress per year.
5. Expertise That Inspires
Subject specialists don’t just teach—they inspire. Their passion, depth of knowledge, and experience bring subjects to life. When children are taught by experts, they’re more likely to develop curiosity, confidence, and a lasting love of learning.
Research-Based Evidence
Don’t just take our word for it. A growing body of research supports the superiority of live, teacher-led instruction over minimally guided models like flipped learning:
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EEF (2021): Small-group tuition significantly improves academic outcomes.
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Hattie (2009): Feedback in real-time has one of the highest positive impacts on student achievement.
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Kirschner, Sweller, and Clark (2006): Minimally guided instruction is ineffective for novices, who benefit most from direct, structured teaching.
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Strayer (2012): Students in flipped classrooms often felt less prepared and more confused.
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Lo & Hew (2017): Flipped models only work when combined with high-quality, teacher-led sessions.
Why Queens Online School Takes a Different Approach
At Queens Online School, we’ve taken the best aspects of traditional schooling—expert teachers, structured routines, peer collaboration—and adapted them to the online world. We don’t rely on impersonal videos or expect children to figure things out on their own. Every lesson is live, interactive, and designed to meet each student’s individual needs.
Our teachers are subject specialists who bring their knowledge and enthusiasm into every session. Our small class sizes mean no child gets left behind. And our supportive environment encourages confidence, resilience, and intellectual curiosity.
In short, we provide everything the flipped model lacks: structure, feedback, connection, and care.
Is Flipped Learning Ever Appropriate?
To be fair, the flipped classroom model has its place. It can work well in post-16 education or university settings, where students are more independent and motivated. In adult learning or professional training contexts, it can be a flexible, effective approach. It can also be great for particular projects and occasional use rather than reliance.
But for the vast majority of school-aged children, especially those in primary and secondary education, flipped learning simply doesn’t provide the depth of support or quality of instruction they need to thrive.
Final Thoughts: Give Your Child the Best
Education is about more than absorbing content. It’s about developing confidence, thinking critically, and building relationships. Children deserve to learn in a space where they feel supported, valued, and inspired.
At Queens Online School, we offer that space.
If you’re looking for an educational environment that combines academic excellence with care, structure, and connection, explore what we have to offer.
Visit www.queensonlineschool.com to learn more, or contact us directly to speak with one of our education advisors.
This blog about flipped learning is based on the findings from the Founder of Queen’s Online School:
About the Author: Dr Troy Page
Dr Troy Page is the founder and Director of the Cambridge Online Education Group, which includes Queens Online School. With a Doctorate in Education and extensive experience in both traditional and online settings, Dr Page is passionate about transforming outdated systems and providing every child with the opportunity to excel.
