Prepared by the researcher
- Mohammed Gamal – Department of Curriculum and Teaching Methods, Faculty of Education, – Aswan University. Egypt
- Samia Gamal – Department of Curriculum and Teaching Methods, Faculty of Education, – Aswan
Democratic Arabic Center
Journal index of exploratory studies : Twelfth Issue – March 2024
A Periodical International Journal published by the “Democratic Arab Center” Germany – Berlin
:To download the pdf version of the research papers, please visit the following link
Abstract
The current study was to determine Considerations for Flipping the Classroom, The Flipped Classroom is a teaching model where the core idea is to “flip” the instructional approach. Students are asked to complete the readings and watching the lectures at home and come to class ready to complete active learning activities related to the coursework, How do You Flip a Class, Identify where the flipped classroom model makes the most sense for your course, Spend class time engaging students in application activities with feedback, Clarify connections between inside and outside of class learning, Adapt your materials for students to acquire course content in preparation of class, and The flipped classroom methodology ; F: Flexible environment, L: Learning culture, I: Intentional content, P: Professional educator, Finally Keep it simple at first by either relying on your current resources or using existing online content rather than creating your own. If you have time, explore what content currently exists online that may help you supplement your resources. Whatever path you take, make sure that you: Hold students accountable for completing the pre-class assignment, and Provide students a way to pose questions about the content they are learning outside of class.
Introduction:
An active learning style has shown a positive effect in comparison with traditional teaching. The flipped classroom approach, case-based learning, problem-based learning and blended learning styles are new teaching strategies involving student-centred learning that enable students to cultivate interpersonal skills, obtain medical knowledge and improve cognition. In the flipped classroom approach, students have the study materials and prepare for class before the class itself, and in the class, they share basic knowledge and build upon the concepts taught according to the set objectives. Several studies have confirmed that student-centred learning as an active learning strategy is associated with improved student performance, reduced failure rate and better learning achievements. A study conducted with students taking an anatomy course revealed that the achievement of course objectives was significantly improved when the course was delivered through an active teaching method than when delivered in the traditional method. Moreover, the students in the study stated that that the active teaching method helped them gain knowledge, skills and confidence on examinations. Another study with students in a microbiology course demonstrated that problem-based learning, a student-centred learning strategy, helped students retain information and improve cognitive skills.
The flipped or inverted classroom is a new and popular instructional model, in which activities traditionally conducted in the classroom become home activities, and activities normally constituting homework become classroom activities (Bergmann & Sams, 2012). In the flipped classroom, the teacher helps the students instead of merely delivering information, while the students become responsible for their own learning process and must govern their own learning pace (Lai & Hwang, 2016). Since classroom time is not used to transmit knowledge to students by means of lectures, the teacher is able to engage with students by means of other learning activities such as discussion, solving problems proposed by the students, hands-on activities, and guidance. Today, the concept of the flipped classroom has been implemented in many different disciplines, and in schools and universities around the world (Hao, 2016).
Flipped learning is not simply a fad. There is theoretical support that it should promote student learning. According to constructivist theory, active learning enables students to create their own knowledge by building upon pre-existing cognitive frameworks, resulting in a deeper level of learning than occurs in more passive learning settings. Another theoretical advantage of flipped learning is that it allows students to incorporate foundational information into their long-term memory prior to class. This lightens the cognitive load during class, so that students can form new and deeper connections and develop more complex ideas. Finally, classroom activities in the flipped model can be intentionally designed to teach students valuable intra- and interpersonal skills.
Flipped classroom instruction is defined simply as an instructional strategy where students learn content prior to class, allowing them to come to class prepared and ready for mentored, active, and experiential learning experiences (Hamdan et al. 2013). Abeysekera and Dawson’s (2015) “lowest common denominator” definition of a flipped classroom suggests that the strategy must include three key components: (1) information-transmission outside of class time, (2) class time dedicated to active, collaborative activities, and (3) student accountability for in-class activities through pre- or post-class activities. This first piece, information-transmission, is almost always in the form of a pre-recorded lecture or screencast (Pierce and Fox 2012). Other methods of pre-class content dissemination include readings, Blogs, Google Docs, Google Hangouts, and some interactive computer software programs such as MyITLab (Davies et al. 2013).
Theoretically, in a flipped classroom, students can access learning materials at their own pace. Learning out-of-class is flexible and can occur at any time and place according to the choice of learners, matching their academic levels and individual needs (Moffett, 2015). Even though the pre-recorded materials are available 24 hours a day, low self-regulated learners may procrastinate to review learning materials prior to the class (Filiz & Kurt, 2015). While the flipped classroom offers flexibility and individualization in the learning processes, studies also report that some students prefer to attend lectures instead of watching or listening to online lessons, as they miss the opportunity to ask questions when the information is initially presented (Mazur, Brown & Jacobsen, 2015).
Moreover, in a flipped classroom, time is used dynamically, focusing on in-class discussion, projects and problem solving to help students apply what they have learned and cultivate their higher-order thinking skills (Hwang, Lai, & Wang, 2015). Flipped learning (an alternate terminology) manifests those learning processes that occur during class time, where students actively participate in meaningful and collaborative tasks and the instructor provides mentorship or guidance when needed (DeLozier & Rhodes, 2016)
Flipped classroom demands students watch recorded instructional videos prior to the class. However, some students may be less adept than others with respect to flipped learning. In fact, most are not yet ready to be flipped or have their ingrained learning habits transformed (Hao, 2016). Therefore, this study postulates that individual traits might lead to significant differences in the educational benefits of flipped classroom.
Literature review:
Flipped classrooms have been in existence for some time with variations in form and shape. Salman Khan brought this practice to mass attention through the Khan Academy, which has worked with Microsoft to record over 4400 instructional videos for its digital library to cover K-12 math, science, history, and other subjects. Many instructors practicing the flipped model have relied on these 10-min long videos in their classes, where students are instructed to watch course videos at home.
Flipped or inverted classrooms are a blended learning modality, whereby traditional in-class lectures and homework exercises are reversed. The learning material is made available to students prior to the class to study at their own time, while in-class time is spent in interactive teaching activities. These activities include, but are not limited to: case-based learning, team based learning, project-based learning, inquiry-based learning, and cooperative learning. Flipped classrooms reduce passivity, enabling students to become active learners through reasoning and concept application, also facilitating increased student interaction with peers and instructors. By keeping students engaged in-class, such instructional approaches decrease distraction, enhancing retention and application of acquired information.
Some of the benefits of a flipped classroom are: it’s flexible, students can learn at their own pace, students take responsibility for their learning, students learn rather than encounter material in class, there are more opportunities for higher level learning, it does not waste time transferring information to students when that information is available to them in books or online, instructors and TFs work more closely with students, getting to know students better and providing better assistance, increased collaboration between students (Mazur, 2009).
Why are instructors flipping their class?
Students learn more deeply, As a result of students taking responsibility, interacting meaningfully and often with their instructor and peers, and getting and giving frequent feedback, they acquire a deeper understanding of the content and how to use it.
Students are more active participants in learning, The student role shifts from passive recipient to active constructor of knowledge, giving them opportunities to practice using the intellectual tools of the discipline.
Interaction increases and students learn from one another, Students work together applying course concepts with guidance from the instructor. This increased interaction helps to create a learning community that encourages them to build knowledge together inside and outside the classroom.
Instructors and students get more feedback, With more opportunities for students to apply their knowledge and therefore demonstrate their ability to use it, gaps in their understanding become visible to both themselves and the instructor.
Another reason to consider flipped learning is student satisfaction. We found that students in flipped classrooms reported greater course satisfaction than those in lecture-based courses. The size of this overall effect was fairly small, so flipping the classroom is not a silver bullet for instantly boosting course evaluations. But in no context did flipping the classroom hurt course ratings, and in some settings, including mathematics courses and courses taught in Asia and Europe, we observed more pronounced increases in student satisfaction.
How does a flipped classroom work?
There is no one way to flip a classroom. The main idea is to have students view and/or listen to lectures outside of class and allow class time for hands-on activities. With today’s technology, there are many ways an instructor can deliver course content outside the classroom. Primarily, course content is delivered via video. Long et al. (2014) reported that 78 % of the surveyed students agreed or strongly agreed they prefer videos as a tool for learning. Some instructors choose to create YouTube channels or deliver content via platforms such as blackboard. Course content comprehension can be tested by administering an online quiz. The instructional videos on their own are not enough; it’s how they are incorporated into the overall approach that will make a difference in teaching and learning (Tucker, 2012).
Considerations for Flipping the Classroom
Moving learning outside of the class requires students to self-regulate their learning. In order to support students in doing so, try these techniques:
- Communicate how much time-on-task is expected for each learning activity.
- Provide a rubric to articulate what assignment outcomes are expected and how they will be assessed.
- Encourage students to create a learning plan. This is more crucial for courses that require a lot of online work.
- Break larger online assignments up into smaller pieces and create staggered deadlines along the way.
- Incorporate peer feedback. For example, if students are required to post reading responses, include responses to peers’ as part of the assignment.
- Include incentives for completing online or out of class assignments. For example, for reading assignments, require students to do a pre-class quiz on Canvas and have these quizzes be a small part of students’ grades. Alternatively, give a quick five-minute quiz at the beginning of a class session and allow students to earn bonus points for correct answers.
- For required pre-class quizzes, Canvas’ Prerequisites featureallows you to provide students with additional information only when they complete a quiz.
- Discuss the expectation you have for students to preview content before class. Instill accountability for pre-class activities by noting that not doing them decreases the value of class session activities for both themselves and the students they work with. Students should be held responsible for not letting themselves or their classmates down. Establishing ground rules can help.
The flipped classroom methodology
Each of the initials of the word FLIP represents a pillar of the flipped classroom methodology:
- F: Flexible environment
Teachers create adaptable spaces and students choose where and when they learn. This flexibility affects not only learning times and places, but also teacher expectations and student assessments.
- L: Learning culture
The focus of learning shifts from the teacher to the learner, transforming the learning culture. Class time is dedicated to deepening the subject matter, resolving possible doubts and engaging in more enriching learning activities.
- I: Intentional content
Flipped learning educators think and create content with a clear intention: to maximise classroom time, aiming for procedural fluency, to focus on students and the development of their conceptual understanding.
- P: Professional educator
The flipped classroom requires committed teachers who observe their students, giving them feedback and evaluating them at all times. Their role in the classroom must be less prominent and they seek to connect with peers to improve their practice and share procedures.
A proposed model of flipped classroom approach (Lo, Hew, 2017).
Major Differences between Conventional Classrooms and Flipped Classrooms
- Access to Knowledge: In a classroom environment, students acquire knowledge by interacting with teachers. Hence, the teachers act as intermediaries between the students and the knowledge. In addition to explaining various topics, the teachers also help students to clear their doubts. The flipped classroom model eliminates all barriers or intermediaries between the students and the knowledge. It enables students to acquire knowledge by accessing lectures, notes, and solved question papers over the internet.
- Independence of Thought: While attending classes, students acquire knowledge through face-to-face lectures. They further understand various topics as explained by the teacher. But flipped classroom allows students to learn a topic by accessing information from varied sources. A student also has the option to learn a topic by accessing university notes share by different teachers. The wider access to content enables students to acquire knowledge elaborately and independently.
- Flexibility: The conventional learning models require students to attend multiple classes on a regular basis to complete a course or obtain a certificate. Hence, the students lack the option to acquire knowledge at their own pace and convenience. Unlike conventional classrooms, flipped classrooms allow students to acquire knowledge in a flexible and convenient way. The students can learn various topics in a number of ways — reading online notes, watching video lectures, and discussing important points.
- On-Time Assistance and Guidance: While taking classes, teachers often homework for students. Some teachers even require students to complete and submit homework assignments on a daily basis. But they do not help students to complete the homework assignments outside of the classrooms. Unlike the conventional classroom model, the flipped classroom model helps students to complete homework by providing instructional content and solved question papers. Some online platforms even allow students to complete homework and clear doubts by interacting with teachers through discussion forums.
- Performance Evaluation: In a classroom environment, teachers use homework as a tool to assess and analyze the performance of students. They require students to complete homework assigned after each class. On the other hand, the flipped classroom model does not evaluate the performance of students based on homework assignments. Instead, it facilitates performance assessment through instructor-evaluation and peer-evaluation. It further boosts the performance of students through projects and group discussions.
Screencast/Video Hosting Options
- com: 2GB of free storage, more available for paid version
- Youtube: Students are already here but many districts block YT. YouTube EDU is a good alternative.
- Vimeo: Less commercialized alternative to YT. May be blocked but I’ve found districts are much more willing to unblock Vimeo than YT. Upload limits for free accounts.
- Be careful – some content Vimeo views as “artistic” is not safe for school or work.
- TeacherTube and SchoolTube: Similar to YT but on a much smaller scale. Education related videos only. Any uploaded videos must be approved before becoming available. Time frame for approval can last anywhere from a few hours to days.
- Dropbox: Dropbox is a cloud storage site. You can get a free 2 GB account and get extra storage by getting others to sign up. 2 GB fills up fast. Each file you upload to your Dropbox folders has a unique URL for students to watch online and can be downloaded for watching offline.
- Google Drive: Google’s version of Dropbox. You’ll need a Google Account to sign up. You get 5 GB free storage when you sign up. This is great for teachers in Google Apps for Education districts.
Addressing student-related challenges
- Guideline 1: Opening up teacher-student communication before flipping.
- Guideline 2: Demonstrating students how to learn through flipped classroom
- Guideline 3: using cognitive theory of multimedia learning to guide video production
- Guideline 4: retaining the workload when flipping a course
- Guideline 5: providing students with communication platform outside the classroom.
Addressing faculty challenges
- Guideline 6: enriching teachers’ knowledge of flipped classroom approach
- Guideline 7: preparing flipped learning materials progressively.
Addressing operational challenges
- Guideline 8: supporting the students who are limited by technology resources
- Guideline 10: providing institutional supports of operating flipped classrooms
Nine Design Principles for the Flipped Classroom
- Provide an opportunity for students to gain first exposure to content prior to class
- Provide an incentive for students to prepare for class
- Provide a mechanism to assess student understanding
- Provide clear connections between in-class and out-of-class activities
- Provide clearly defined and well-structured guidance
- Provide enough time for students to complete the assignments
- Provide facilitation for building a learning community
- Provide prompt/adaptive feedback on individual or group works
- Provide technologies familiar and easy to access
Recommendations for Implementing a Flipped Classroom
- Use instructional designers to determine what content should be offloaded and how in-class learning activities should be designed
- Provide numerous individual and group-based faculty development opportunities to assist faculty members in the paradigm change
- Recognize that the increased nature of classroom dynamics may result in the need for additional personnel (eg, faculty members, graduate assistants, residents) in the classroom
- Recognize that “changing the rules” will cause angst among many students who may themselves need to be re-educated on how one is successful in flipped classrooms
- Link all preclass and in-class activities so it is necessary for students to complete both to be successful
- Provide guidance to students so they understand exactly what they need to know or be able to do when they come to class
- Provide an opportunity for students to ask questions and/or clarify information contained in off-loaded course materials
- Focus in-class activities on ways that you can add value in helping students think like experts
- Provide formative assessment opportunities for students to understand what they do and do not know
- Resist the urge to “reteach” content to students who do not prepare accordingly. Be prepared to let them fail in order for them to comprehend what it means to be accountable as a professional
- Be careful not to burden students with too much off-loaded content
- Assess knowledge, skills, behaviors, and attitudes that you desire from students. Do not teach critical thinking and problem solving, but test only for knowledge
- Be prepared to adjust teaching and learning activities as you discover what contributed to learning and what did not.
Overview
The Flipped Classroom is a teaching model where the core idea is to “flip” the instructional approach. Students are asked to complete the readings and watching the lectures at home and come to class ready to complete active learning activities related to the coursework.
On the whole, the flipped classroom learning model transforms the traditional classroom-based learning model by eliminating barriers between students and knowledge. Many teachers already take advantage of popular online platforms like LectureNotes to bridge the gap between conventional and new-age learning models. While taking classes, they focus on explaining topics elaborately and facilitate classroom discussions by sharing university notes on LectureNotes.In.
At the same time, the students leverage LectureNotes.To acquire knowledge and improve exam performance by accessing university notes, video lectures, and solved question papers. They also have the option to study in a flexible way by accessing a wide range of content on both computers and mobile devices. Also, LectureNotes is designed with features to transform traditional classrooms and set up flipped classrooms.
References:
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International society for technology in education.
Capone, R., De Caterina, P., & Mazza, G. A. G. (2017). Blended learning, flipped classroom and virtual environment: challenges and opportunities for the 21st century students. Edulearn17 Proceedings, 10478-10482.
DeLozier, S. J., & Rhodes, M. G. (2017). Flipped classrooms: A review of key ideas and recommendations for practice. Educational psychology review, 29, 141-151.
Filiz, O., & Kurt, A. A. (2015). Flipped learning: Misunderstandings and the truth. Journal of Educational Sciences Research, 5(1), 215-229.
Hao, Y. (2016). Exploring undergraduates’ perspectives and flipped learning readiness in their flipped classrooms. Computers in Human Behavior, 59, 82-92.
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