#Change11 #CCK12 Is flipped classroom the solution to education? I wonder!

Is flipped classroom the solution to education?

To what extent is flipped classroom effective in education and learning?  Flipped classroom is on the spotlight.

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?

Postscript: A post on flipped classroom. Another post about KA.

A great post on flipped classroom (flipped-classroom-the-full-picture-for-higher-education) discussing its use, merits and limitations in higher education.

18 thoughts on “#Change11 #CCK12 Is flipped classroom the solution to education? I wonder!

  1. Pingback: #Change11 #CCK12 Is flipped classroom the solution to education? I wonder! | Digital Delights | Scoop.it

  2. Interesting points. We’re thinking of exploring flipped classrooms in some of our courses on campus. I think they have great promise. You make a great point, though, that if students don’t have the skill, flipped classrooms may not be the answer. I think the deeper issue could be time on task-the more time students spend on things, the more likely it is that they will learn more. I discuss this a little in my blog post about the research on learning http://idajones.wordpress.com/2012/02/06/using-research-on-learning-to-guide-teaching-huh/. Thanks for this thought provoking post-I may just post a blog post after thinking about it more.

  3. Pingback: #Change11 #CCK12 Is flipped classroom the solution to education? I wonder! « juandon. Innovación y conocimiento

  4. Pingback: online learning | Pearltrees

  5. Having “flipped” my classroom unintentionally as part of my design for a hybrid class, I can say that, as with any other pedagogy, it has its good aspect and its drawbacks. The timing of the on-site classroom session seems more crucial than I anticipated – the class that does its online work shortly before meeting may be doing better. Several students seem to “forget” to do the online work at all, having been “trained” to just show up in a class. The time in class, now joyfully turned over to “discussion”, doesn’t go as well when students don’t do the online readings. And even when they do, and have already taken a quiz on a subject, I detect little interest in discussing it further. I find that the class time, instead of being spent deepening the subject, ends up being spent in review and reframing of the material, usually by me with the addition of student opinion, which may or may not be informed by the online material. I am surveying the students to see if I can learn more…

  6. Hi Lisa,
    Thanks for sharing. Students who didn’t prepare in advance may require teachers to brief them through, before any meaningful discussion could happen, especially if the discussion centers around the assigned online readings. How to deal with such situations? I have run a session with Adobe in a lab and allow students to read through the suggested readings. Although this may take longer than is desired, but that would ensure most students could participate in the discussion. Besides, requesting students to summarize the points, and thus raise questions would stimulate further sharing of perspectives. This would help in clarifying some of the concepts, and provoke students to think through the subject matter, rather than learning through regurgitation of facts. Your survey of students sounds an useful way to obtain feedback from them too. I reckon students would also appreciate your invitation of their suggestions in refining the teaching/learning process. Once they realise that all your efforts are focus on their learning, and how learning would become more interesting and meaningful for them, they would surely actively contribute to the discussion and make an effort to make it a success. Did it ring a bell in your previous CCK study?
    John

  7. I think they do realize the intention behind the pedagogy, but I like the idea of taking 10 minutes or so for them to just sit and read. I could even do pairs and have each pair read something different.

    There are a number of parallels to CCK in terms of students needing some self-direction and their own goal for learning. We do not have students articulate this enough, I don’t think.

  8. Hi Ida,
    Yes, that is the crucial point – flipped classrooms may not be the answer for all students who don’t have the necessary skills. It takes time and efforts for students to adjust to any changes in teaching and learning, especially when we flip the class all at once. Even then some students would still prefer us as teachers just to “teach” or lecture in class and would resist any further actions of “active learning” themselves. This could especially be the case for students coming from a particular culture, as they consider teachers would be the authority figure who have most of the answers, or at least should have the expertise in teaching the subject. How would we cater for such group of students? Should we continue with the tradition of lecturing them?

    I couldn’t agree more on your point: the more time spend on things, the more likely it is that they will learn more. That’s how mastery of learning could happen.

  9. Great ideas. I have tried that too in class, by asking students to read through the articles individually, or each to take turns in reading some parts of it.

    For workshop format of delivery, I used to have short PPT presentations (20-30 mins) each, followed by discussions, job related or case study activities (group, or individual work), group presentation and plenary discussion, with inter-group critiques, debriefing and evaluation in the summary. I would vary the approach depending on the background experience of students, and their actual needs at work. So, I don’t think one size suits all in such sort of flip-classes, as I always realize that some students have their special needs – like individual attention or additional tuition. We are also adopting recognition of prior learning, and recognition of current competency which are applicable for all units of studies, and any student could apply for it at any time they like. Those who are already competent for the units would not need to attend the sessions. If students who are already exempted or credited for the unit would still like to attend, they are welcome to provide support and to mentor others in working through the activities. Would this work in MOOC? I reckon we are close to it, especially when I review the synchronous sessions, where participants have actively chat with each others in clarifying the points, followed by posting in blogs and forums (in CCK08 in particular) on what they thought was “right”, or by posting questions to each others. I still remember the group and network discourse, which many of us were debating strong and critically on our views… Surely, that way of learning provided a meaningful way of understanding people coming from different cultures and backgrounds, that is not easily obtainable from books, or even research articles. What is crucial in online learning and classroom teaching may be: How to encourage such connections and sharing of perspectives that would deepen our learning?
    John

  10. I appreciate those perspectives and will keep those in mind as we explore those. Assessment is important so we can determine what works and what doesn’t and make adjustments.

  11. Pingback: In search of context « Lisa’s (Online) Teaching Blog

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  14. Pingback: Significance of lecturing, flipping the classroom | Learner Weblog

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  16. Pingback: Flipped classroom | Pearltrees

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