Flipped Learning
Helping Students Learn More Effectively By Using Class Time for Discussion and Problem-Solving
In the flipped classroom model, students engage with course content before class so instructors can foster more active learning during classroom time. (UBC — Flipped Classroom)
Overview of Flipped Learning
Flipped learning “flips” the traditional model of education that most faculty have delivered or experienced. In traditional education, classroom time is spent delivering basic introductory concepts, and then tasking students with assignments that require a deeper level of understanding. Since the assignments are to be completed outside of class, the experience can be frustrating and isolating.
Flipped learning reverses the tasks completed both in and out of classroom time. Outside of class students learn the basic introductory concepts of a topic. Classroom time is then spent in the exploration of the topic or concept by creating opportunities to discuss and work with problems that develop deeper understanding and connections.
Another way to consider this classroom delivery method is to spend time in class on the hard stuff, then send them out to work on relatively low-level concepts on their own. As a student, which area would you benefit from the instructors presence and time? The easy stuff, or the hard stuff? To be clear, flipped learning is a design rather than its own distinct instructional method. What matters most is how the class time itself is purposed.
Video: Introduction to Flipped Learning (Jon Bergmann) — 4:38 minutes
Video: What is Flipped Learning? (Blade) — 5:39 minutes
Benefits for Student Learning
Sometimes we can consider education as through the lens of efficiency and time well spent. If our course or class involves substantial “data”, perhaps it does not matter who delivers this content to them. Students can often learn many aspects of a basic introductory nature successfully from textbooks or videos. The prevalence and growth of YouTube should be ample evidence of this.
In addition, students are provided with the opportunities to stretch their understanding and dig deeper into challenging concepts when with their peers and the gentle guidance of their instructor. Academic research has demonstrated a strong correlation between active engagement (discussion, time spent on problems) to deeper understanding of subject matter. The challenging homework problems then become grounds for vibrant discussion and debate, assistance and coaching from peers naturally develop as students work through the tasks that originally would have been an exercise of solitude at home.
Value for NIC
This delivery model offers instructors an opportunity to step aside from the focal point at the front of the class. Through adjustment of course deliverables, the instructor can enjoy different interactions with students, and students with their peers. It can be difficult to establish a community of learning if an instructor only ever establishes a relationship of “I will call on you to ask a question” or even “ask me a question”.
It is not unheard of for students to not know each other’s names, as they have never had an opportunity or time to engage with each other during classroom hours. Finally, developing flipped learning experiences for students exposes them to the reality that instructors are not the only providers of knowledge and expertise. What better method to expose students to the realities of real-world problem solving, than to have them work it out with peers and available resources?
Many courses already utilize this approach in some of the classes. Rather than introducing students to the parts of a fire alarm system in class, provide a reading or video the evening before, then walk the hallways and explore the installed equipment. Consider how this could be applied to a class in your course.
Components of Flipped Learning
Video: Simplifying Flipped Learning (Jon Bergmann) — 5:47
Since flipped learning is not its own pedagogical instructional method, the components are centered more around its deployment:
1. Decide how you will use classroom time: Flipped learning is designed to use classroom time for active and engaging projects, problems, discussions and studies. Sometimes it can be helpful to consider what homework assignments have been used in the past, and how these could be re-purposed for in-class use. Remember, the entire course is not required to be flipped, perhaps only once every week may be facilitated in this manner. Examples include:
- Discussions
- Challenging problems
- Group activities
- Projects (continual or one-off)
- Field trips
- Guest speakers
- Case study
- Game creation
- Internet sourcing images
- Flash card creation, then sharing
- Multiple choice question creation, then sharing
- Role playing
- Debate
- Demonstration
2. Identify resources for classroom time: Flipped learning may need some of the above-mentioned activities created if they have not been used in the course before. If an instructor is used to delivering content via lecture, this will be a transition as lecture typically requires little in the form of student direction, handouts or instructions. Instructors may also want to consider the time each of the activities may take. Finally, consider how these classroom activities will relate and build on the out of class learning students will do. Just as homework needed to relate to what was learned in class, the in-class activities now need to relate to the out-of-class activities.
3. Identify resources for outside classroom time: Flipped learning typically requires most of the time spent here. This is because most of the introductory concepts have been the backbone of the lecture delivery. If adequate learning resources are not available, there may need to be some development. Not a video expert? Not a problem, CTLI can assist in navigating video capturing software and pointers for what works best. You DO NOT need to be a technology wizard to provide unique videos for your course. Consider the depth of content that is planned for students to tackle on their own. Remember, the purpose of flipped learning is to have students work on less-challenging topics outside of class, so temper your expectations.
Here are some ways students can engage with content at home, outside of the classroom:
- YouTube videos
- Textbook readings
- Instructor created video lecture
- Instructor created PowerPoint video
- Instructor created POV video
- Other website articles, blogs, etc.
4. Explain flipped learning to class: Flipped learning is different from the norm in most post-secondary institutions. Prior to establishing any flipped learning in your class, it is important to articulate the process and expectations for this different approach. An instructor can be met with a quick backlash if no explanation is provided before flipping a class. Remember, students are used to not doing homework if it can be accomplished in class. If they think the homework is unnecessary or “optional” there will be a classroom full of students who are unprepared to engage in deeper learning activities.
Encourage students that they will not be left to “learn the course on their own”, establish that flexibility will be available to clarify concepts from the previous night’s learning (mini-lectures, Q&A), affirm that this may not be every student’s first choice of class design. In the same breath, it may also benefit the class to hear that traditional lecture format is rarely preferred by most students in a class. Nothing is perfect; however, a flipped classroom design can help to provide variation in the course delivery modality.
Considerations
- Time is required to develop plans, resources, and activities. Time and effort is required to rethink and prepare both pre-class and in-class activities. However, most (if not all) resources developed can be reused for subsequent classes. Just like crafting the perfect slide show, discussion, problem or lecture, time is required. Faculty should realize that this time is an investment for future offerings of the course and will payoff.
- Evaluate classroom activities for group size. The activities that can be facilitated in a large class are fewer than those in a small class. There will need to be logistical considerations for the room, furniture, and number of students. Don’t be afraid to think outside the box, as this is the place to engage in active learning practices
- Student resistance. Being passive in a lecture is often far easier and less intimidating than being actively involved in a class. Although it is easier, research shows that active engagement typically results in better learning and a more positive classroom experience for students. Encourage students to be open-minded about this different approach.
- Unprepared students. The understanding is that resources will be available for students to engage with that are relevant and deep enough to allow them to participate in activities when in class. Likely there will be some students who choose not be come prepared to class. In these situations, it is important not to capitulate and run an entire lecture/presentation for those who have chosen not to do their pre-class learning. This practice leads to an erosion of support by students who came prepared and further lowers the motivation of those who were unprepared as “the instructor will simply cover it anyways in class”. Run activities as planned and let students who are unprepared flounder. Next class, they will likely come prepared.
Examples in Action
The following video is a great example of the flipped learning model in action for a University of Emory Biology class. Professor Alex Escobar utilizes the flipped classroom concept to encourage active engagement of his students in collaborative tasks. Notice the size of the class. Although large and using standard theatre style seating, he is able to get students actively engaged with content that they have viewed the night /week prior.
Although this instructor had a professional recording studio at his disposal, it is important to remember that there are now many types of video-capture systems that can be used. CTLI can assist in this process and help you create captivating, original, clear videos for your students to engage with outside of class. One of the benefits of delivering content through video is students can pause & rewind when something does not makes sense. A benefit for instructors is that your video will cover exactly what you wanted, no more “opps, I forgot to say that today…” moments.
Video: Biology Professor uses Flipped Classroom Method (Emory University) — 5:43 minutes
Video: Flipped Learning in Action with Peter Sankoff (University of Alberta) — 5:42 minutes
Getting Started
To start this type of teaching method consideration should be given to a moderate adoption model. Start by evaluating a single class that the flipped classroom may work well. Although some large institutions may have studio space to create video lectures, this is not a requirement. Often the development of slide deck videos with voiced narration is more beneficial for students when compared to a video of a person talking at the front of the class. Contact CTLI for recommendations and assistance in the creation of, storing uploading, and deployment of these resources. Now might be a good time to discuss what activities could be used in the classroom.
- Course Design: Planning a Flipped Class (University of Waterloo) — Webpage
- In-Class and Assessment for a Flipped Classroom (University of Waterloo) — Webpage
Video: Designing a Flipped Class Lesson (Jon Bergmann) — 2:47 minutes
Helpful Resources
- Flipping the Classroom (Vanderbilt University) — Webpage
- Flipped Learning: No You Don’t Need to Use Video in Flipped Learning (and 5 Alternatives by Robert Talbert) — Post
- Flipped Classrooms (Harvard University) — Webpage
- Flipping the Classroom (Cornell University) — Webpage
- 7 Things You Should Know about Flipped Classrooms (Educause) — PDF