Using flipped classroom model in teaching Karl Marx - F. Engels – V.I. Lenin’s classical works for students majoring in political education

HNUE JOURNAL OF SCIENCE
Educational Sciences, 2020, Volume 64, Issue 4B, pp. 3-12
This paper is available online at

USING FLIPPED CLASSROOM MODEL IN TEACHING
KARL MARX - F. ENGELS – V.I. LENIN’S CLASSICAL WORKS
FOR STUDENTS MAJORING IN POLITICAL EDUCATION

Tieu Thi My Hong
Faculty of Politic Theory and Civic Education, Hanoi National University of Education
Abstract. Teaching class works for students majoring in political education plays a crucial
role in training curriculum. This research paper discusses using flipped classroom model to
replace the traditional one in teaching the above mentioned subject in order to form students’
essential personalities and competencies to meet the need of education innovation cause.
With such research methods as observing, analyzing, synthesizing and consulting materials,
the piece of writing shows features of teaching classical works, at the same time clarifies
advantages of flipped classroom model when teaching these contents. After that, the research
reveals procedure, requirements of using flipped classroom model to teach classical works
for the highest effectiveness.
Keywords: teaching, classical works, flipped classroom, flipped classroom model.

1.

Introduction

Teaching classical works is an extremely pivotal content in training students majoring in
political education in Vietnam these days. Teaching classical works assists students to study
Marxism-Leninism from the original version, comprehend thesis of the theory most correctly,
scientifically. However, classical works are not easy to learn, to read; in another word, they are
difficult, some of them are extremely difficult. Time scale for teaching each classical work is
limited. This is the contradiction arising from the teaching process that most of the lecturers and

students recognize. Students normally feel worried, hard to study classical works. As a result, it
is extremely essential to raise teaching quality. In order to overcome the contradiction of the
above mentioned hardship and limited time, lecturers need to search for assistance from means of
technology, modern equipment to support teaching process. That makes students interested, more
active, more willing to approach these academic contents. At present, the development of science
and technology leads to the establishment of a number of new models, teaching method. Apart
from traditional model of teaching (only taking place in class), there appeared blended model of
teaching. Blended learning can be understood as combination between direct teaching and
opportunities of online learning, including such models as: free, flexible and circular. Flipped
classroom is model of circular blended classroom. Flipped classroom with its own features is
considered as the dominant model in teaching classical works. Applying the model of flipped
classroom in teaching classical works is promised to bring about high effectiveness, overcome
hardships caused by “classical” characteristic.
Received April 11, 2020. Revised April 24, 2020. Accepted May 15, 2020.
Contact: Tieu Thi My Hong, e-mail address:

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Tieu Thi My Hong

Flipped classroom is currently concerned by numerous educators in Vietnam and in other
countries. For 15 years (2000-2015), Aliye and his colleagues wrote 62 works discussing flipped
classroom. All these research papers focused on showing advantages of this model. They asserted
that model of flipped classroom created a flexible learning environment; with this model, a
quantity of learners’ pivotal personalities and competence are formed. Although there witnessed
several difficulties, this model resulted in more achievements than the traditional model [1]. It is
even asserted that the flipped classroom, which is used to create effective teaching environments
at schools, is the best model for using technology in education [2] The author Nguyen The Dung
(2015) also approached the flipped classroom model in another article titled Research using

flipped classroom Model: Challenges and Applicability. The author focuses on clarifying the steps
for organizing flipped classes in the teaching of module: the Access Data Management, evaluating
the results achieved, as well as showing challenges when applying the flipped class model [3].
Chung Kwan Lo & Khe Foon Hew (2017) with A critical review of flipped classroom challenges
in K-12 education: possible solutions and recommendations for future research show challenges
of implementing flipped classrooms and categorized into student-related challenges, faculty
challenges, and operational challenges. Based on the suggestions of previous studies together with
relevant empirical supports, we propose a rudimentary flipped classroom model and a set of 10
guidelines to address these challenges [4].
Clarifying appearance and feasibility of flipped class model, Johnston emphasized
development of science and technology with a variety of supportive tools such as interactive
videos, interactive in-class activities, and video conference systems paves the way for the
widespread use of flipped classrooms [5].
Flipped classroom model can be applied in a number of education levels, fields and different
subjects; consequently, besides shared research papers, authors investigated application of this
model in such particular fields as: information systems [7], engineering, sociology, and
humanities [8], mathematics education [9], and English composition [10], Physics [11], [12],
Civic education [13].

2.

Content

2. 1. Flipped classroom model
Flipped classroom initially mentioned by Eric MaZur. Eric MaZur developed method of
guiding in pairs in the 1920s. He recognized that using computers in teaching assisted him to
instruct learners without presenting. In autumn 2000, Wisconsin-Madison University used
softwares to replace lectures with information technology in class by using video clips of teachers’
lectures accompanied with slides. In 2011, two centers in Wisconsin Collaboratory for Enhanced
Learning were established for flipped classroom model.

Flipped classroom is the model of classroom in which steps of teaching and learning in
traditional classroom are flipped, that means, learners listen to theoretical lectures at home while
watching online video clips, practicing, applying, doing exercises, responding to questions,
thoroughly discussing the knowledge are carried out in class.
Flipped classroom model in comparison with traditional classroom is illustrated as Image 1 below.
In the classical classroom, students sit on chairs and listen to lectures; this form is called low
thinking by experts. After that, students do exercises at home, which is challenge for them if they
do not understand the lectures. In fact, the traditional method of teaching does not provide teachers
with adequate time to present new knowledge and assist students to finish all the exercises relating
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Using flipped classroom model in teaching Karl Marx - F. Engels – V.I. Lenins classical works…

to the knowledge; teachers are not able to spend time paying attention to all the students. Flipped
classroom model handles these difficulties when traditional process of teaching is flipped.

Image 1. Traditional classroom and flipped classroom
Source: />As a result, the duty of conveying new knowledge belongs to teachers, and based on Bloom’s
Taxonomy, this duty is of low order (it means “Remembering” and “Understanding”). Students’
duty is to do exercises using high thinking orders (it consists of “Applying”, “Analyzing”,
“Synthesizing” and “Evaluating”). Hindrance is that duties of high thinking orders are done by
students and students’ parents who hardly ever own profound professional knowledge and not all
of them have pedagogical skills.
For flipped classroom model, learning knowledge is oriented by teachers (through E-learning
Coursebooks prepared in advance and information searched by students themselves), students’
duty is to self-study the new knowledge and do exercises of low thinking orders at home. In class,
teachers hold activities for students to interact and share with one another. Exercises of high
thinking orders are also carried out in class with the assistance of teachers and classmates of the
same group.

This learning method requires students to activate their brains a lot, which is called high
thinking orders. Hence, duties of high thinking levels are implemented by both teachers and
students.
This is also the difference between traditional classroom model and flipped classroom model.

Image 2. Blooms Taxonomy with students’ activities
Source: />
2.2. Characteristics of teaching classical works and advantages of flipped classroom
model in teaching Karl Marx – F. Engels – V.I. Lenin’s classical works
2.2.1. Characteristics of teaching Karl Marx – F. Engels – V.I. Lenin’s classical works
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Tieu Thi My Hong

According to “Vietnamese Dictionary”, “classical” means “owning distinctive standard
values for a theory, a doctrine” It can be understood that, Marxism – Leninism’s classical works
are Karl Marx, F. Engels, V.I. Lenin’s valuable, standard works. These works were written by
Karl Marx, F. Engels, V.I. Lenin from the early 1840s to the early 1920s. Each great work
obviously showed their considerable contributions to development of humankind ideology,
Marxism – Leninism’s process of establishment and development.
Political education is a crucial duty in the cause of building the country following socialism.
Consequently, universities of education all over the country train students majoring in Political
Education to provide lecturers for vocational schools, colleges, universities, academies and party
universities all over the country, etc. These teachers teach subjects of political reasoning,
including: Marx-Lenin’s philosophy, Political Economics, Scientific Socialism, History of
Vietnamese Communist Party, Ho Chi Minh’s Ideology. The viewpoint system of those who
follow Marxism is shown specifically in classical works. All principles of Marxism – Leninism
in such coursebooks as: Marxist-Leninist philosophy, Marxist-Leninist political economics and
Scientific socialism are generalization basing on or originating from classical works. As a result,

in order that students understand rightly and profoundly the system of Marxism reasoning,
universities of education all over the country, propose content of classical works in compulsory
subjects relating to majors. Students learn Karl Marx, F. Engels, Lenin’s classical works from
third year and specially focus on learning these works in fourth year.
Currently, curricula for students majoring in Political Education in Hanoi National
University of Education, Ho Chi Minh University of Education, Hanoi Pedagogical University 2,
University of Education – Thai Nguyen University, University of Education – Hue University,
Can Tho University, etc, focus on teaching classical works. Several classical works to teach and
introduce to students include: Manifesto of the Communist Party, Anti-Duhring, Dialectics of
Nature, The Civil War in France, Critique of the Gotha Programme, Origin of the Family, Private
Property, and the State, Two tactics of Social Democracy in the Democratic Revolution, The
state and Revolution, Initial Duties of Soviet Union Government, Discussing food tax, Little is
better, etc..
Content of the works is comparatively complicated, highly generalized and abstract; a
number of works are closely associated with large humankind context, which requires learners to
possess thorough knowledge of history and other issues related. Capacity of each work is normally
large with a quantity of issues to explain; however time allowance for teaching each work in class
is limited. Specifically, teaching innovation has changed from content orientation to competence
orientation. This requires that learners become the center, teachers are instructors or organizers
for students to actively acquire knowledge for forming essential competence.
A number of works are criticism of old or opposite viewpoints. Ideology in classical works
is basis of reasoning which is revolutionary, scientific, dominant in worldview and methodology.
Updated situation with complexity of fight in politics and ideology which is increasing,
improvement in effectiveness of teaching and learning classical works is more and more essential.
It is because that ensuring content of learning political reasoning is profound, of great use for
training learners’ competence of reasoning and methods of scientific thinking; helping learners to
rightly understand ideology of people who follow classics.
Studying classical works means understanding the works and more importantly, using the
works to explain and handle several practical issues.
There appear a variety of requirements for teaching classical works but the fact that time

allowance for teaching them is limited is paradox. Thus, students need to stimulate creativity;
lecturers also need to unstoppably renovate, apply methods, solutions, techniques, teaching tools
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Using flipped classroom model in teaching Karl Marx - F. Engels – V.I. Lenins classical works…

appropriately. If students just learn a few works in class with the traditional method, it is hard to
obtain expected effectiveness.
2.2.2. Advantages of using flipped classroom model in teaching Karl Marx – F. Engels –
V.I.Lenin’s classical works
Using flipped classroom model handles several difficulties in teaching classical works and
at the same time, developing learners’ competence.
For students, this model increases activeness, flexibility in arranging learning time. At the
same time, it depends on learners’ competence which they can select quick or slow speed of
learning, listening once or many times. This cannot be done in class because the time is limited,
number of students is large, which handles difficulty, abstraction of classical works. For long
works with numerous contents and high complexity including: Anti-Duhring, Dialectics of the
Nature, Civil War in France, Critique of the Gotha Programme, Government and Revolution,
Philosophical Memoir, etc, students are able to listen again and again for the issues they do not
know surely. About this issue, Bishop, J.Verleger, M., (2013) clarified that, students who take
courses with a flipped classroom model get higher scores. The reasons are clear: allowing each
student to study the theoretical section at their own pace prevents students from getting lost in
class or getting bored if the teacher needs to repeat the lesson [14 ].
With this classroom model, students’ self-study competence is raised; students are aware of
preparing for lesson before class. It is because listening, thinking about the questions and asking
questions about the issues they do not understand thoroughly is a must. For each hard question,
students spend more time searching for the answer. This answer can also be result of listening to
teachers’ lectures many times. This is what cannot be done in the traditional classroom with time
and space limited. Mentioning this issue, Bishop, J., Verleger, M., (2013) asserted that, “(…)

students supplied with optional video lectures came to class much better prepared than when they
had been given textbook readings. This observation is encouraging because although learning
gains are high for information presented textually, shows that college students don’t generally
complete reading assignments” [14].
After finishing homework, students go to class to exchange, discuss the contents that
lecturers presented on video clips; thus, the time for the lessons in class is spent on widening
students’ knowledge, relating issues in the works to the current issues, international and domestic
situations. For example, in the work “Little is better”, time in class is spent on relating, widening
the issue with the situation of the current government apparatus. Students focus on exchanging,
discussing whether it is necessary to revolutionize the government apparatus with particular
measures. For “Dialectics of the Nature”, the issue of sustainable development can be proposed
together with the issues relating to “revenge” of nature for the human’s action of “conquering”
nature too much, consequences that human are suffering from their action, etc. For this model,
students are trained for essential skills including teamwork, critical thinking, etc. Critical thinking
is extremely necessary for students majoring in political education. It assists students to possess
comprehensive, right view of opposite viewpoints, especially the viewpoint of protesting against
the way of building socialism in Vietnam. Hence, classroom time is spent mostly on widening,
relating, clinging reasoning with reality so as to base on classical works to explain vivid issues in
current life.
This classroom model increases contact between lecturers and students in discussion after
students have studied the lesson presented on video clips by lecturers. Now, teacher is considered
as a friend to discuss, criticize, propose the issue and handle it. As a result, teacher has an
opportunity to understand more about students, especially issues of ideology in terms of
contrariwise viewpoints, reactionary and preventive information. Knowing general situation of
the class, understanding characteristics, thinking competence of each student assists lecturer to
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Tieu Thi My Hong

adapt more appropriately. For this model, lecturer spends more time paying attention to each
student, supporting in maximum difficult case in being aware of the issues which are not easy
from classical works.
Nevertheless, it witnesses some difficulties to apply flipped classroom model in teaching
classical works for students majoring in political education. This model requires all students to
have opportunities to get access to supportive equipment including laptops, smart phones,
Internet, etc. At the same time, teachers spend a lot of time preparing thoroughly, carefully in
terms of content and image. Moreover, students generally and students majoring in political
education particularly are accustomed to the traditional classroom model, with the key teaching
method of teachers’ presenting and students’ note-taking. Studying voluntarily has not become
students’ habits; students are likely to be passive, mainly learn by heart but hardly ever use critical
thinking.

2.3. Procedure of using flipped classroom model in teaching Marxism-Leninism’s
classical works
2.3.1. Steps for Preparation
Firstly, lecturers need to determine the knowledge to apply in flipped classroom model. For
flipped classroom model, it is not possible and necessary for every content of knowledge to be
applied. Therefore, lecturers need to choose the appropriate knowledge. The knowledge chosen
is the contents containing issues to be discussed, exchanged and questioned most by students; it
is not advisable to select the contents within students’ understanding. This is the first pivotal step
for preparation in the whole procedure of applying flipped classroom model.
Secondly, lesson plans are made. Before making lesson plans, lecturers determine objectives
obviously, as objectives orient designing contents for making video clips, recording and carrying
out activities in class. Lecturers need to focus on students’ personalities and competence to be
formed and developed by obtaining requirements of knowledge, skills, attitude. After that,
lecturers start making lesson plans for making video clips and proposing issues for discussion.
The most significant factor so as that the discussion period in class is effective is selecting topics
or contents. In order to promote all students’ thinking, contents or topics to be selected are
appropriate and attracting all students to think about them. Content of discussion, situations/

questions of problems must be appropriate with objectives of the lessons. Topics for discussion
can also start from the ideas, situations, stories in history or in current reality but are normally
particularized into key questions. It is advisable to select attracting questions, issues originating
from real life, being easy to share, collect a variety of different ideas from members in class.
Determining forms of activities in class. It depends on the knowledge that lecturers select
activities to suit characteristics of the classroom. Besides organizing discussion activities for
students in normal small groups, pyramid groups, murmur groups, etc, lecturers should bear in mind
other activities including playing games in teams/ groups, dividing into rows or playing drama, skits,
etc. Hence, when carrying out activities in class, lecturers should consider these factors: number of
students in a credit classroom, objectives to obtain, infrastructure in classroom, etc.
Necessary means of teaching, equipment. For flipped classroom model, means are divided into two
fundamental levels: level 1 contains multimedia of learning content; level 2 contains Internet services to
transfer information to students such as emails, webpages, platforms, social networking sites, etc. Several
tools can be used to make video clips such as: smart phones, computers/ laptops, webcam, micro,
Camtasia software to combine showing Power point slides on screen and recording the lectures. A few
tools are normally used to upload video clips of lectures include:
- CD, Youtube, E-learning, Moodle store video clips of lectures;
- Google Drive stores related materials;
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Using flipped classroom model in teaching Karl Marx - F. Engels – V.I. Lenins classical works…

- Google Spreedsheet is the tool to make progress tracking;
- Online Quiz Creator is the tool to make Quiz;
- Blogger, Word Press is used to write Reflection;
- Facebook, Zalo, Gmail are used to exchange ideas online.
For discussion activities in class, lecturers use output products such as: laptops, LCD
projector, loudspeakers, cassette, micro, etc…, other sources of materials to make the lessons
more exciting include: songs, extracts of movies, pictures/ photos, video clips downloaded from

the Internet or made by lecturers. Students are likely to be provided with: pen brushes, crayons,
A0 sheets of paper, tapes, magnets, etc. Additionally, a large space with moveable desks and
chairs assist lecturers to give good lectures which are listened enthusiastically by students.
2.3.2. Implementation
- Before the lesson: lecturer uploads video clips, reference materials (if available) and
exercises/ duties on supportive tools. Students watch video clips, study materials and do personal
exercises at home.
- During the lesson: lecturer holds activities in class. For the complexity of issues proposed
in the classical works, lecturer should choose group discussion to handle the problems. It depends
on real condition that groups can be divided in different ways. Lecturer divides class into groups,
assigns each group with appropriate duty. In this step, firstly lecturer needs to obviously explain
the issues for discussion, time for discussion and time for presentation, giving means, tools for
each group.
Lecturer controls and leads the discussion lesson. Controlling and leading the discussion are
the extremely steps. Lecturers must show their capability of organizing and controlling his class.
During the discussion time in class, lecturer is able to look at special students who ask questions
prepared at home or the students who do not get involved in but do their own jobs or the timid,
shy students. At that time, lecturer needs to be tactful to encourage students to join in or assign
the student a particular duty to present the results later. In order to assure students’ positivity,
activeness, creativity, lecturer should not intervene too much into group discussion process but
follow and be willing to support groups when necessary, at the same time ensure that all students
in groups get involved positively in groups’ common duties.
Showing groups’ discussion results, discussing as the whole class. After groups have finished
discussion, each group presents its own discussion results; lecturer can send a representative or
call a member in the group. Groups are able to present their results by this way: one group
presents, others supplement; or groups present in turns, others listen and ask questions. It depends
on the content of discussion that lecturer can require one group or the whole class asks questions.
Besides, lecturer is capable of asking the whole class questions for them to think, together with
the method of brain hacking to collect the most ideas from students. Questions to ask should be
the ones of certain problems, relating to all the discussion contents of groups, surely causing

arguments for contrariwise viewpoints.
Lecturer gives comments, evaluates and summarise key issues of the lectures. This is a
crucial thing for lecturer to do. In order to accomplish this job well, lecturer is required to carefully
listen to groups’ presentation and take notes each group’s good and bad points. When making
conclusion on the knowledge of the lesson, lecturer should sum up basing on what the groups can
do so as to indirectly encourage students, helping them to see their groups’ results. At that time,
lecturer should make presentation obviously, logically on the knowledge of the lesson, helping
students to understand and memorize it in class. At the same time, lecturer gives comments on
groups’ working attitudes, honors enthusiastic, excited students during discussion and debate, can
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Tieu Thi My Hong

add more scores for students if necessary, slightly reminds the students without positive attitudes
during the lesson, draws experience for the coming lessons.
Apart from group discussion, during the process of implementation, lecturer should combine
flipped classroom model with methods of games, problem solving.
2.3.3. Testing, evaluation
Testing and evaluation are indispensable steps for teaching and learning. Testing evaluates
students’ accomplishment degree compared to lecturer’s initial objectives. Therefore, to establish
secure, obvious basis for testing, evaluation, lecturers are required to set obvious, specific lesson
objectives, avoid setting general, unmeasurable objectives. Objectives are competence-oriented;
teaching and learning are competence-oriented, thus testing and evaluation should also follow the
orientation. Evaluation of students’ results can be carried out as follows: lecturer’s evaluation on
students, students’ evaluation on other ones, students’ self-evaluation.
Firstly is lecturer’s evaluation on students.
In flipped classroom model, results evaluation is competence-oriented, which can be done
with different forms including: observing, testing, evaluating products, etc. Each form of
evaluation determines students’ degree of competence built.

Self-studying and doing exercise in advance at home are evaluated with online exercise
sheets and times of getting access to lecturer’ lecture video clips; lecturer can collect students’
results by giving them online testing sheets, which evaluates students’ understanding through
their scores and multiple choice questions that the students normally have the most wrong answers
(if multiple choice questions are used for evaluation); after that, lecturer can adjust his lectures
promptly so that the following lessons will be much better.
For instance, the easiest way to know how much students understand the lectures is online
testing. The questions that lecturer asks can be multiple choice or both multiple choice and
written; lecturer is able to design questions with Google Form app; after students finish their tests,
results are sent to lecturer; lecturer know for sure which students submitted their answers and
students’ score range. What is more, Google Form can list what questions students normally have
the most wrong answers, which is the basis for lecturers to adjust their lesson plans in order that
when lecturers give lectures in class, they focus on the knowledge that students do not understand
much. After finishing their tests, students know their scores. Therefore, by this way, not only
lecturer evaluates students but students also evaluate their knowledge. The evaluation method is
mentioned in this link: />RGfV7TK1wS1mX0DJVIA/edit#responses
Evaluation with observation is carried out popularly by lecturers. For the activities carried
out in class, lecturers have an opportunity to observe all students working to know which students
are excited, which students are not enthusiastic. With direct observation, students’ competence is
revealed directly including: competence of team/ group leading, competence of presentation,
competence of convincing, competence of discovering and solving problems, etc.
Next is evaluating students’ results. Students’ results are shown in two forms: homework
(multiple choice questions or short written questions) and performance in class (normally such
products as discussion sheets, mind map, etc.).
Through observing groups’ methods of working and products, lecturer gives each student
scores in case that one student does, all the other members in the group are not given the same
mark. All scores are given to give fair, objective evaluation basing on students’ effort, spirit,
attitude of working both at home and in class. As a result, it can be seen that, it is the
comprehensive method of evaluation, not only basing on paper results as traditional method.
Secondly is evaluation between students and students.

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Using flipped classroom model in teaching Karl Marx - F. Engels – V.I. Lenins classical works…

This is cross evaluation during working process, which helps students see strengths and
weaknesses of one another during the cooperation process. They help one another to recognize
difficulties and find out solutions, overcome difficulties, give contributions, mend, draw
experience for the following times of teamwork, such as: carefully listening to each other,
handling differences, seriously obeying rules of groups (the groups whose members work together
for a long time). Praise of members in the groups towards each student is large and essential
encouragement between friends to help one another make progress, be more self-confident, more
forcible; is the basis for nice friendship.
This is the method of working with democratic spirit, is the opportunity for members in the
group to evaluate one another in order that students who work much are not evaluated the same
as the students who work little, causing conflicts and dissatisfaction for some members. This is
also the way that lecturers help themselves to perfect their methods of evaluation for each student.
For example, at the same moment, lecturer cannot observe all groups working; only members in
the group know for sure about one another. Thus, this is also an interesting and objective method
of evaluation.
Thirdly is self-evaluation.
Each student is able to self-evaluate after his process of self-study; after the mistakes he
made, the student himself accumulates precious experience, essential skills including: controlling
emotion when working in groups, carefully listening, supporting other members, etc.

3. Conclusions
Teaching Karl Marx – F. Engels – V.I. Lenin’s classical works for students majoring in
political education is a pivotal but hard content. Using flipped classroom model brings about
higher effectiveness than the traditional classroom. For this model, students are not only active to
manage time for learning but also to deal with speed of acquiring lessons appropriate with their

competence through studying the lessons in advance by watching video clips that lecturers have
uploaded online. Complicated contents, practical issues from the classical works are discussed in
class. However, in order to use the flipped classroom model in teaching classical works
effectively, both teachers and learners must ensure to accomplish their duties well. Lecturers need
to spend time studying, making products to support students learn the lessons in advance at home,
propose practical issues, inspire students. Students need to be active, positive to watch video clips
of lectures and learn about the problems raised.
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