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Heather A Ochmane-Learning Ecologies MOOC’s Updates
The Flipped Classroom: A true example of ubiquitous learning in action?? ( Essential Update #1)
Whilst popularised by Salman Khan of Khan Academy (1) the flipped classroom was originally pioneered by Aaron Sams and Jonathan Bergmann.
Bishop and Verleger (2) define the flipped classroom as “an educational technique that consists of two parts: interactive group learning activities inside the classroom, and direct computer based individual instruction outside the classroom.” The infographic (3) below represents the most common definition of the flipped classroom where traditional homework time is used for the didactic component of learning, freeing up class time for more reflexive style learning.
For a very simplistic example of the concept and it’s benefits see the video below.
Used in the way in which it was intended, the flipped classroom can have many benefits to students. Not only does it allow them to learn the “theory” at their own pace but as explained by Mike Gorman, using classroom time for interactive learning should provide learning opportunities that are action based, authentic, connected and collaborative, innovative, high level, engaging, experience based, project based, inquiry based and self actualising (4) . Clearly this requires a commitment from the teacher with the acronym FLIP ( Flexibly environment, Learning Culture, Intentional Content, Professional Educator) now being used to summarise the requirements for optimisation of the concept. (5)
Bishop and Verleger (6) in 2012 conducted a review of the research into the effectiveness of the flipped classroom but were unable to locate enough data points to draw a significant conclusion. Their review, however, did indicate that there was some student preference for interactive class time and some directional evidence of superior learning outcomes.
Is the flipped classroom truly an example of ubiquitous learning? As there is still a component ( in the classroom) that is both time and space bound, the flipped classroom is not completely ubiquitous, but arguably, when used optimally, this blend of technology and human interaction allows for the best of both worlds.
1. https://youtu.be/nTFEUsudhfs
2. Bishop,J and Verleger,M (2013) ‘The Flipped Classroom: A Survey of the Research’, American Society for Engineering Education, Atlanta GA
3. www.slu.edu
4. Gorman, M (2012) www.21centuryedtech.wordpress.com/2012/07/18/flipping-the-classroom-a-goldmine-of-research-and-resources-to-keep-you-on-your-feet/
5. www.flippedlearning.org
6. ibid
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I appreciate the perspective about the need to 'blend' the teaching approach to have a fully ubiquitous model. The flipped model without the in-class coaching/teaching falls back into the didactic pedagogy that was discussed in the reading. So, it needs other parts to move toward a reflexive pedagogy model.
I posted on another's post that the content itself needs to be engaging as well or its simply a transfer of being bored in a traditional classroom to being bored in front of a screen.
Freshman year in college, in a math class with flipped classroom. We do all our HW on a site called mymathlab and it's so annoyingly tedious and time consuming to enter all the mathematical notation using the mymathlab interface instead of writing by hand. The class only meets once a week for one hour so it tends to fall under my radar when I have 3 other classes that meet multiple time a week to contend to. In class, we just drill problems in groups in some form of game so the professor is paid to do pretty much nothing except administer tests and quizzes as mmymathlab is automated and needs no human to monitor it. With this format, the professor might as well not be there and it wouldn't make much of a difference. This is supposed to be a remedial class, stuff SG200-50FP-NA I technically should have learned in high school, but my grade is still suffering due to my inability to keep track of mml assignments and quizzes. Any advice on how to survive this teaching style?
This is a nice post and give a pretty good description of the different sides of flipping.
During the past five years I have seen a lot of exemples of flipping, meaning putting short films on internet for homework and doing problem soloving and working in groups in class. I have actually not tried flipping myself in the classroom, but have tried out flipped meeting. The whole consept behind flipping is not new really, but the method of video-on-the-internet came with Salman Kahn and the likes. It is not so strange that it started out with a loth of math. A traditional approach to learning math is watching a teatcher soloving a math problem followed by soloving math problems that is very similar to the problem the teatcher soloved. In other words - watch - repeat - watch - repeat. If the student get the concepts this works out for some students. At least making them solove the math problems when they come to class. But the students that did not understand the teatchers explenation in class often will not understand it watching the video. So the kind of flipping where all students have the same homework-video repeats the fault of traditional teatching in class that one size fits all. I really do think there is a lot of benefits with putting lectures online, but it is not right in all situations. If students could have material that is right for each individual it might work out better for more students. That will be ideas towards adaptive learning and the use of learning analytics.
Hello Helen. Thank you for this update, it sums up the advantages of flipped classroom really well. I agree with your comment that it isn't completely ubiquitous. It seems it cannot be used on its own, without other approaches. I tried it out in ESL classes in a private language school and have encountered some problems.
1. Not all the students came prepared to classes, so since the classroom activities were created as a continuation of the part students were supposed to do at home we had to postpone the activities, or skip them completely. In some cases I asked the students who did the tasks set for home to present the material to those who didn't do it.
2. If the tasks set for home included only presentations with grammar points students were even less inclined to do them at home. It seems it is more interesting to do quizzes at home and let the teacher do their share of work.
3. Creating tasks which did not simply mean that students will do some reading or watch a powerpoint or a video they will comment in class, but something more interesting proved to be demanding. One of the best activities was the flipped Kim's game by Jeff Magoto.
To conclude although I mentioned some problems here I still think the concept of flipping can be successfully and meaningfully used while avoiding the pitfalls of didactic pedagogy approach which is simply seasoned with videos and powerpoints. The last activity I mentioned seems to be offering a new path for educators.
A lot of useful info for those willing to flip their classroom can be found here
http://www.scoop.it/t/language-center-management