More on flipped classroom in this IMS blog:
what is it?
- The flipped classroom is a pedagogical model in which the typical lecture and homework elements of a course are reversed.
Flipped classroom is an instructional strategy and a type of blended learning that reverses the traditional educational arrangement by delivering instructional content, often online, outside of the classroom.
Flipped classroom. (2016, March 22). In Wikipedia, the free encyclopedia. Retrieved from https://en.wikipedia.org/w/index.php?title=Flipped_classroom&oldid=711368580
- In essence, “flipping the classroom” means that students gain first exposure to new material outside of class, usually via reading or lecture videos, and then use class time to do the harder work of assimilating that knowledge, perhaps through problem-solving, discussion, or debates.
The Flipped Class: Overcoming Common Hurdles by Edutopia:
McCrea, B. (2016). 6 Flipped Learning Technologies To Watch in 2016. THE Journal. Retrieved from https://thejournal.com/articles/2016/03/16/6-flipped-learning-technologies-to-watch-in-2016.aspx
Helps kids who were absent, stay current.
Helps kids who don’t get the lesson the first time in class.
Good resource for teacher assistants or student support staff who may not know the curriculum or may not know what to focus on.
Can attach Google spreadsheets or other online quizzes to check for comprehension, along with the video link sent to students
- Students have more control
- It promotes student-centered learning and collaboration
- Access = easier for parents to see what’s going on
- It can be more efficient
- Myth #1 – Proponents of the Flipped Classroom Methodology Dislike Lectures
- Myth #2 – Flipping Your Class Means Getting Rid of Lecturing
- Myth #3 – Flipping Your Class Will Mean That Students Will Stop Coming to Class
- Myth #4 – Flipping Your Class Will Require Lots of Technical Knowledge
- Myth #5 – Flipping Your Class Will Require Huge Amounts of Time
- Myth #6 – Students Will Not Like the Flipped Class, and Your Teaching Evaluations Will Suffer
- I have a long way to go in my skill set in making the videos interesting (they, to me anyway, are really boring to watch).
- I’m not sure how much they (the videos) are being utilized. There are just certain items that are learned better through direct one on one contact.
- I know as I’m teaching, I get direct feedback from my students by looking at their faces and gauging comprehension. I, as a teacher, don’t get that feedback as I’m designing and creating my videos.”
- It can create or exacerbate a digital divide
- It relies on preparation and trust
- Not naturally a test-prep form of learning
- Time in front of screens–instead of people and places–is increased
- I dislike the idea of giving my students homework.
- A lecture by video is still a lecture.
- I want my students to own their learning.
- My students need to be able to find and critically evaluate their own resources
Zuber, W. J. (2016). The flipped classroom, a review of the literature. Industrial & Commercial Training, 48(2), 97-103. doi:10.1108/ICT-05-2015-0039 http://www.emeraldinsight.com/doi/full/10.1108/ICT-05-2015-0039
although learning styletheories serve as a justification for different learning activities it does not provide the necessarytheoretical framework as to how the activities need to be structured (Bishop and Verleger, 2013). p. 99
One observation from the literature is there is a lack of consistency of models of the FCM (Davieset al.,2013, p. 565) in addition to a lack of research into student performance, (Findlay-Thompson andMombourquette, 2014, p. 65; Euniceet al., 2013) broader impacts on taking up too much of thestudents’time and studies of broader student demographics. In another literature review of the FCM,Bishop and Verleger concur with the observation that there is a lack of consensus as to the definitionof the method and the theoretical frameworks (Bishop and Verleger, 2013). p. 99
Flipped Classrooms’ may not have any impact on learning:
Gross, B., Marinari, M., Hoffman, M., DeSimone, K., & Burke, P. (2015). Flipped @ SBU: Student Satisfaction and the College Classroom. Educational Research Quarterly, 39(2), 36-52.
we found that high levels of student engagement and course satisfaction characterised the students in the flipped courses, without any observable reduction in academic performance.
Hotle, S. L., & Garrow, L. A. (2016). Effects of the Traditional and Flipped Classrooms on Undergraduate Student Opinions and Success. Journal Of Professional Issues In Engineering Education & Practice, 142(1), 1-11. doi:10.1061/(ASCE)EI.1943-5541.0000259
It was found that student performance on quizzes was not significantly different across the traditional and flipped classrooms. A key shortcoming noted with the flipped classroom was students’ inability to ask questions during lectures. Students in flipped classrooms were more likely to attend office hours compared to traditional classroom students, but the difference was not statistically significant.
Heyborne, W. H., & Perrett, J. J. (2016). To Flip or Not to Flip? Analysis of a Flipped Classroom Pedagogy in a General Biology Course. Journal Of College Science Teaching, 45(4), 31-37.
Although the outcomes were mixed, regarding the superiority of either pedagogical approach, there does seem to be a trend toward performance gains using the flipped pedagogy. We strongly advocate for a larger multiclass study to further clarify this important pedagogical question.
Tomory, A., & Watson, S. (2015). Flipped Classrooms for Advanced Science Courses. Journal Of Science Education & Technology, 24(6), 875-887. doi:10.1007/s10956-015-9570-8