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Flipped Learning along with educational technology
Now a days, advancements in educational scenario are reflecting that students are keen to access the information and get their doubts clarified immediately whenever they require. The best platform to address this issue is “ubiquitous learning” which is an emerging and effective pedagogy associated with educational technology.
I would like to discuss the concept of flipped learning along with educational technology to enhance students learning experience. As I am dealing with freshman in every semester in undergraduate civil engineering programme, I am facing hurdles in delivering a module at an Institution. As we all know that they are adjusting themselves from secondary school education to university education. During this transition, it is a difficult task to keep them engaged with the course content. To overcome this issue, I have selected to implement ubiquitous pedagogy along with education technology.
Module content has been delivered through flipped classroom approach (Bergmann, J. & Sams, A. 2012) in such a way that required lecture materials along with self-recorded lecture videos through a Learning Management System (LMS). @Bernice Schopf using a LMS can enhance interaction among teacher & learners and enhance student learning. And also mentioned by @Dorian Love, I too feel the same that some of the students in the class need teacher to explain and discuss the module content in the classroom.
Moodle has been used as LMS to share the module content. Usage of digital technology on teaching and learning process enhance student’s understanding capabilities as well as improves student’s learning experience (Chen and Denoyelles 2013). Required lecture resources along with quizzes have been shared and instructed students to go through resources and attempt quiz. Before every class I use to go through the students work out of classroom and plan flipped classroom activities accordingly. This has been found so effective to engage students with module content and at the end of the semester this practise has been found very effective and students’ performance has been increased when compared to Didactic pedagogy, a traditional classroom.
Bergmann, J. & Sams, A. (2012). Flip Your Classroom: Reach Every Student in Every Class Every Day. International Society for Technology in Education.
Chen, B and Denotelles, A. (2013) Exploring student’s Mobile Learning Practices in Higher Education [online] available from <http://www.educause.edu/ero/article/exploring-students-mobile-learning-practices-higher-education>
I relate to your Flipped Learning along with educational technology posts.
As a foreign teacher in China working with freshman students, I am confronted every day with the lack of knowledge and understanding of English instruction. University students dealing with second and third languages can't follow the instruction as they repeat what they have memorized on their past years without an understanding of its meaning, nor being able to contextualize the extensive lists of vocabularies memorized over the years. Lack of focus due to phones in class, absence of reference regarding Western culture and interest focus on scores, make it difficult to deliver instruction. To that effect, I am incorporating their phones as a tool for instruction; delivering articles, educational videos and as I teach Film analysis (film and video applications). Social media applications had become a very practical application for group participation and discussions. Recently due to the epidemic, we have been instructed to deliver our classes online through online platforms but the deliverance of instructions remains the same as in a classical classroom. For me, this an opportunity to implement a more interactive and interdisciplinary approach to teaching and learning as I am incorporating new media applications downloadable on their phones. Applications such as Xmind (for the contextualization of topics), Prezi (for the creation of content as it allows the students to incorporate video, sound, links), and Tikitoki (an application for creating chronologies) are components of everyday class instruction as they critically analyze the topics I present them and have been proven very effective in the overall students performance.
Thanks a lot dear Dora Sajevicius for the comment. I really appreciate your suggestions and resources shared.
Yes, flipped classroom is very effective when equipped with education technology as well as with innovative classroom activities according the group of students and their engagement with pre-classroom activities.
This post is very interesting since it brings up the question of how effective flipped learning is. That is why I decided to search for investigations on this matter. I found this interesting link: http://www.flippedclassroomworkshop.com/results-studies-supporting-benefits-of-flipped-classroom/
Another interesting resource can be accessed at https://www.researchgate.net/publication/317994314_PEDAGOGY_FOR_EVIDENCE-BASED_FLIPPED_CLASSROOM_-_PART_3_EVALUATION
I think it is very important to keep in mind that the flipped classroom on its on may not produce more learning since it is not the technology per se that makes better results take place but the reflexive pedagogy in place rather than the traditional didactic one.