This post on questioning on flipped the classroom seems to have led to some further challenges from the readers.
Is flipping the classroom revolutionary? Is it a matter of choice for professors or teachers? Some claimed great success, whilst other doubted on its effectiveness.
For me, watching videos in learning have certain impact on learning. May be classroom should be used for more “productive” discussions and learning activities, but again this depends on the context of learning. If the students have little or no experience, then the professor or teacher needs to consider what pedagogy works best for those type of students. It is not one size fits all, by video recording all the lessons, and then broadcasting to the students that would enable learning to occur. That’s still based on the consumption of knowledge (or more precisely the information) by the learner, without much consideration what sort of learning would take place on the learners’ end.
Using an instructivist approach, as in the case of video-based teaching is effective for “mass” education. This has been the case since the 70s where television based distance education was introduced. The only difference may be the availability of video posting sites like Youtube and Blip.tv, and the TED.com which have enabled these educational videos be posted and shared openly to the public. Rewinding and re-viewing the videos surely adds value for learners if it is expected that learners remember the correct concepts and information transmitted in the videos.
What may be missing is the use of questioning and reflection by the learners after watching the videos, to summarise what he/she has learnt through such video watching activity.
To flip or not to flip, that is where an educator needs to consider. Here is my previous post on flipped the classroom.
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