2015: The Flipped Teacher & Flipped Learner Framework

Globally connected, digitally enabled, Proceedings ascilite 2015 in Perth

We propose an 11 step framework to support educators and students to teach and learn with the Flipped Classroom (FC) model. Based on principles of blended and student-centred learning, organisational appearance, universal design and evaluation, the framework acts as a conduit between theory and good practice. Elements of the framework include: (1) planning stage, why and what to flip; (2) storyboard and lesson plan; (3) timing for activities; (4) online, (pre or post classroom) activities; (5) classroom work; (6) organisation of content; (7) visual design; (8) usability and accessibility; (9) building, testing and deployment; (10) communication of the benefits of the flipped model to students; and (11) evaluation and improvement. This paper will present the evidence behind each of these elements in a practical way to guide teachers and students through a flipped model of teaching and learning.

2015

We propose an 11 step framework to support educators and students to teach and learn with the Flipped Classroom (FC) model. Based on principles of blended and studentcentred learning, organisational appearance, universal design and evaluation, the framework acts as a conduit between theory and good practice. Elements of the framework include: (1) planning stage, why and what to flip; (2) storyboard and lesson plan; (3) timing for activities; (4) online, (pre or post classroom) activities; (5) classroom work; (6) organisation of content; (7) visual design; (8) usability and accessibility; (9) building, testing and deployment; (10) communication of the benefits of the flipped model to students; and ( ) evaluation and improvement. This paper will present the evidence behind each of these elements in a practical way to guide teachers and students through a flipped model of teaching and learning.

2015

Blended learning is not a new concept (Bonk & Graham, 2012; Garrison & Vaughn, 2008). However, it has gained prominence recently with the use of the term ‘Flipped Classroom’ (Bergmann & Sams, 2012). This approach replaces the traditional transmissive lecture for pre-class preparation, active in-class tasks and post-class work (Abeysekera & Dawson, 2015). Considered planning and implementation of flipped classroom (FC), can lead to increased teacher-student interaction and more effective learning (Moffett, 2015). It is crucial that the teacher is present when students attempt to analyse and apply new knowledge (Johnson, 2013). It has been postulated that FC can promote student’s self-direction and lead them to taking responsibility of their own learning (Bergmann & Sams, 2012). Nevertheless, there are two major limitations associated with flipped classrooms. From the academic perspective, it is a time consuming exercise to set it up and it will require constant monitoring and improve...

Journal of Open, Flexible and Distance Learning, 2018

The concept of ‘flipping the classroom’ is relatively recent, although elements of it have been around for many years. It is generally accepted that the ‘flipped classroom model’ consists of replacing direct instruction, or lectures, with video-clips to be watched at home, and the use of face-to-face class time for engaging students in active learning activities. This development was brought about by the enhanced and easy access to video technologies. This model was initially adopted for use in secondary education, but is now increasingly considered by teachers in higher education. However, there is both confusion and scepticism about what this concept is, and whether there are any benefits of adopting this. In this exploratory study, the main focus was on seeking to identify what staff in three institutions of higher education in New Zealand considered to be the reasons for adopting and/or for not adopting, or challenges in adopting, this model. In this article, we will report on t...

Flipped learning (FL) in mathematics has recently attracted considerable interest around the world. It raises the question of whether humanist perspectives, such as freedom, dignity, and potential of humans, should have a higher profile in teaching and students' learning in mathematics. This article has used data collected from an open questionnaire where 33 Finnish teachers illustrate why they flip their learning culture in the first place and what are they worries about flipping. The main aim of this article is to offer theoretical and emotional support for teachers' enthusiasm to change their learning culture in a more student centred approach and raises the discussion about what flipped learning really is. What are its pedagogical assumptions? After strengthening our theoretical understanding about why flipped learning seems to be functioning so well we can also better understand what is central in the approach to what we are trying to achieve by applying it. Abstract. Il Flipped learning (FL) in matematica ha recentemente riscosso grande interesse a livello mondiale. Ci si pone l'interrogativo se valori quali la libertà, la dignità e il potenziale umano debbano avere un maggior rilievo nell'insegnamento e nell'apprendimento della matematica. Il presente articolo si basa su un questionario aperto nel quale 33 insegnanti finlandesi illustrano il motivo per cui capovolgono il loro habitus di insegnamento in primo luogo e quali sono i loro dubbi a tal proposito. Lo scopo principale di questo articolo è quello di fornire sostegno teorico ed emotivo agli insegnanti al fine di favorire un cambiamento nel modo di apprendimento che divenga più centrato sul discente e al contempo fa emergere la discussione su cosa si intenda realmente per Flipped Learning e su quali siano i suoi presupposti pedagogici.

2017

The Learning Studio: First-year medical students work in teams in the learning studio, a radical departure from the lecture hall. "One of the goals of this whole model-of having students do a lot of the learning themselves rather than passively listening-is that they need to be lifelong learners," says Randolph Canterbury, senior associate dean for education. (called the "flattened classroom")

IGI Global , 2021

The flipped classroom approach is becoming more widespread across K-12 and higher education classrooms. This blended learning instructional model has been found to be effective in engaging learners, creating active learning experiences, and providing students continual access to course materials. By completing these types of active learning experiences, students receive personalized learning opportunities that are more conducive to their academic needs. Through this instructional approach, educators are considered guides on the side instead of a sage on the stage. There are a vast array of advantages and disadvantages to integrating flipped classroom approaches. However, researchers have discovered that flipped classrooms are effective instructional methods that are well received by students but need to be designed carefully to ensure that learners review all required course materials prior to completing in-class activities.

Aula de Encuentro, 2018

This paper presents a flipped classroom project carried out on the Primary Education degree in the University of Cadiz. The initiative responded to the need to introduce a new way of working as students react with a higher level of interest and involvement to practical dynamics than to the traditional theory class. Our aim was to try and solve some of the problems that our students were facing, such as difficulty in maintaining their focus during a theory class, trying to assimilate the concepts at the same time as they take notes and losing the thread during the explanations because they work at a different rate than the rest of the group. These students would benefit from working with the material before the class at home and at their own pace, freeing up class time for collaborative, practical activities to exemplify and expand the concepts. We analyse the key aspects of this methodology, paying special attention to the advantages and difficulties we faced during its implementation.

2015

Flipped classroom is an element of blended learning and it is the reverse of the traditional classroom. The students do not listen to the lectures delivered in the classroom but outside the classroom through online video lecture. The teachers record themselves explaining the subject or get videos from free website such as Youtube to share with students to be watched outside the class. The flipped classroom has several advantages; students become more motivated and confident while discussing in the classroom because they have prepared by watching video lectures before coming to class, the classroom activities become more student-centered rather than teacher-centered because the teachers just act as facilitators. However, some disadvantages are also found in the flipped classroom It is a new model of learning and not all teachers and students are ready to apply it. This paper will briefly explain the use of flipped classroom as a new model of teaching-learning activity.

Flipped classroom is an element of blended learning and it is the reverse of the traditional classroom. The students do not listen to the lectures delivered in the classroom but outside the classroom through online video lecture. The teachers record themselves explaining the subject or get videos from free website such as Youtube to share with students to be watched outside the class. The flipped classroom has several advantages; students become more motivated and confident while discussing in the classroom because they have prepared by watching video lectures before coming to class, the classroom activities become more student-centered rather than teacher-centered because the teachers just act as facilitators. However, some disadvantages are also found in the flipped classroom It is a new model of learning and not all teachers and students are ready to apply it. This paper will briefly explain the use of flipped classroom as a new model of teaching-learning activity.