For this blog I was asked to find and review an article on the use of blended learning to enhance learning in a specific context. I specifically chose ‘A New Learning Approach: Flipped Classroom and its Impacts.’ as I was curious with the concept of inverting classroom- based learning and how direct instruction moves from the group learning space to the individual learning space.
Blended & Flipped
The aim of the research in this article is to present opinions of undergraduate students towards flipped classroom practices and to determine their different aspects then traditional learning approaches. Taken from Bergmann and Sams (2007) research, this study proposes the idea of supporting traditional learning environments with distance educational systems in the form of blended, flipped learning practices. A flipped classroom can be described as “a specific type of blended learning design that uses technology to move lectures outside the classroom and uses learning activities to move practice with concepts inside the classroom” (Strayer 2012:171). The notion of flipping the classroom dates back to the previous century and involves having the students do things previously done in the classroom such as reviewing resources outside of the class, while focusing on problem solving and things done outside of the classroom (e.g. homework) inside the classroom. See: Lage, Platt, & Treglia, 2000.
Research Study
This case study, which is one of the qualitative designs, was used within the scope of the research. 34 pre-service teachers studying at Computer and Instructional Technology Department were selected as the study group. Using a quasi structured interview form developed by the researcher to collate and analyse data via content analysis, flip learning practices were seen to be more appreciated and have many outstanding aspects compared to traditional learning approaches.
Creativity and Engagement
From my experience, I believe that along with new opportunities come new requirements and competencies for teachers. Creativity and personal engagement are the key to truly enhance the learning experience and the amount of planning and preparation involved in blended learning is paramount- a drawback of my own use of technology for learning. There is also a high possibility of having a boring learning environment if additional hardware is not available to all the students. Implications such as troubles that may be caused by technical problems or the lack of competencies from the teacher should also be considered for this type of pedagogical approach. However the data suggests that the flipped classroom approach improves readiness level of the students prior to the class, supports active participation during face to face courses, increases the retention of knowledge and shortens the learning process.
Knowledge Construction
Flipping the classroom involves a number of interesting things. It shifts the emphasis from teaching styles to learning styles. The flipped approach can also promote inclusive, differentiated and personalised instruction not really possible in a traditional classroom. This is where the teacher can use starter activities to question and clarify concepts. The least able students who may have missed a lesson before, not done the flipped learning preparation or are not engaged in class can be targeted by the teacher for coaching, questioning and given time in class to catch up whilst the majority are focused on a higher level activity. This creates the learning environment where the students are more involved in knowledge construction rather than knowledge absorption.
Developing Competence
Critics argue that time-consuming nature of the set-up required for a flipped classroom and student frustration at being responsible for own learning (Mason, et al., 2013) can all contribute toward less-than-successful cases of flipped learning. In addition to requirements such as facilitating online discussions and flipped learning, new technologies are being introduced into classrooms and work environments that teachers and instructors must master in order to use them effectively. For example, if I wish to have my students create engaging multimedia projects I need to develop competence with a variety of maker technologies (see http://makerfaire.com/maker-movement).
Developing Alternatives
While the method of flipping the classroom has been around for at least a generation, there are still very few examples of it being done on a large scale or throughout a school system. Institutions need to promote the flipped classroom as part of the mainstream landscape, shifting away from being it being labelled innovative or out of the ordinary and advancing towards customary usage. As a result of promising outcomes in blending the use of technology and face-to-face learning, flipped classrooms offer a ready basis from which to develop alternatives to established ideas of schools and schooling.
Resources for exploring
Camtasia. Studio Software that records content on a web camera or digital screen. The recording can then be shared on any internet-enabled device. URL: http://www.techsmith.com/camtasia.html
Dropbox. An online file sharing program. Files can be uploaded from any personal internet-enabled device. The file sharer can then invite users to access the files via email invite. URL: https://www.dropbox.com
Echo Personal Capture. Software that enables lecturers to create videos using a webcam and then upload directly to the learning management system at their institution. URL: http://echo360.com/capture-options
Google Hangouts.. A free feature available as part of the Google + package. Google hangouts enable video calling via any personal device. URL: http://www.google.com/+/learnmore/hangouts
YouTube. A popular video sharing site. Lecturers can create an account and upload videos from any internet-enabled device onto their personal channel. Students can search for these videos by name or subscribe to the lecturer’s channel. URL: http://www.youtube.com
References
Mason, G. S., Shuman, T. R., & Cook, K. E. (2013). Comparing the effectiveness of an inverted classroom to a traditional classroom in an upper-division engineering course. Education, IEEE Transactions on, 56(4), 430-435.
Rutherfoord, R. H., & Rutherfoord, J. K. (2013). Flipping the classroom: is it for you? Proceedngs of the 14th annual ACM SIGITE conference on Information technology education, Orlando, Florida, USA, 19-22.
Selwyn, N. (2017) Education and Technology: Key Issues and Debates. London, Bloomsbury Publishing.
Strayer, J. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environ Res. 15:171–193
Yıldırım, Gürkan. (2017) A New Learning Approach: Flipped Classroom and its Impacts. Acta Didactica Napocensia. 201, Vol. 10 Issue 2, p31-44.
Pedabloggy 