Is flipped classroom the solution to education?
Have I used flipped classroom to a certain extent? Yes. How about you?
What are the assumptions relating to flipping the classroom?
1. Students would prepare for the lessons before joining the class. This could be the case if students have read the artifacts and information resources as posted by professors or instructors on LMS. To what extent is this the case? If the students have already “acquired” the knowledge before coming to class, what would be the “role” of the class?
2. Instructors would organize the lesson based on the workshop and discussion forums (whether off-line face to face, or online virtual classroom, or blended learning).
3. Learning is likely driven by a series of projects and problem based learning, or questions which challenge students to work through, individually and in groups, thus allowing for peer teaching and learning to occur in the classroom or off-campus discussion.
4. Instructors and students have agreed to adopt such an approach, based on a common understanding that flipping the classroom would allow for the optimization of learning and effective use of time management in class. What if the students haven’t got the pre-requisite skills and knowledge (i.e. metacognition – learning how to learn skills)?
5. The focus of learning is on the content, where knowledge is based on known answers rather than unexplored emergent knowledge. What pedagogy would be adopted with such a flipping classroom? Is it instructivism, behaviorism/cognitivism, constructivism, social constructivism, or connectivism?
6. What sort of assessment strategy is adopted in this flipped classroom? Under some existing instructional guidelines (in a typical vocational education and training classroom setting), no more than 10% of time should be devoted to assessment. Would such guidelines be applicable in flipped classroom?
I have argued here that the solution may not lie with flipped classroom.
It is not just about theory, it is about exploration, experimentation, learning in action, reflection, and immersion in the virtual world of networks, together with the real world of education and learning. Would it be possible to consider the various platform (MOOCs), and learn and reflect on the assumptions, the theory and practice, and apply them on a daily basis? Aren’t we all learning, and changing, and improving our performance all the time in the networks, and individually? If not, what would be your solution?
Finally, I think flipped classroom is just one way of re-structuring education and learning, and so I don’t think it provides a holistic and innovative educational solution on its own. Most educators might have adopted such approaches in their classroom teaching in the past, only that now technology could provide more affordances in various forms – online, offline, blended learning etc. Indeed the extension of flipped classroom with open education such as MOOC would open up new opportunities of flipping not only the classroom, but whole education and learning, to suit both individuals and community.
What educational and learning practice do you think would transform education in a sustainable manner?
A great post on flipped classroom (flipped-classroom-the-full-picture-for-higher-education) discussing its use, merits and limitations in higher education.