Flip Teaching - Science topic

Mathematics is a fundamental subject that forms the backbone of various fields, including science, engineering, economics, and technology. However, in recent years, there has been a noticeable decline in mathematics achievement among students in various educational systems worldwide. This decline raises concerns about future workforce readiness and economic competitiveness. Understanding the root causes, identifying the challenges, and proposing effective solutions are crucial steps toward reversing this trend.

Several factors contribute to the decline in mathematics performance, including:

Efforts to improve mathematics achievement face several challenges:

To reverse the decline in mathematics achievement, a multifaceted approach is required:

The decline in mathematics achievement is a complex issue that requires a comprehensive and collaborative effort from educators, policymakers, parents, and students. By addressing the root causes, overcoming existing challenges, and implementing targeted solutions, it is possible to foster a more mathematically proficient generation equipped to thrive in an increasingly technological world.

Fipped classroomsbeen a new type of blended learning and is yet to be fullyunderstood, and also researchers feel that flipped classroomis an active learning type of blended learning and is therefore self-regulation is not as critical as in the default blendedlearning environment.

I think the lack of engagement/interest has to do with over saturation, if the work in the classroom is interesting and motivates them to think, discuss and have a critical approach to learning there is no need to leave them work outside the classroom. On the contrary, this would saturate them and be counterproductive, I think it is important to respect and even honor their free and leisure time.

”Flipped classroom” is only a part of it. ”Blended learning”, with its many definitions and various models, stand for, in its most general sense, ongoing ICT integration into the normal teaching methods. This is done with the purpose of improvment, or rather to improve the teaching-learning process in time, by using new tools for both the synchronous and asynchronous modalities and to construct the shifts between the synchronous and asynchronous events inna course better. Flipped classroom is mostly to invert public and private places. Lectures moves from classroom to private spaces and for and social learning and interaction takes place on campus. However, a risk is that flipped classroom conserves lectures as teaching methods, because they are so easy to record, and thereby deliver asynchronously in private spaces.

Station-rotation flipped classroom learning is a type of blended learning model that combines online learning, face-to-face instruction, and group activities in a physical classroom. Students rotate on a fixed schedule or at the teacher's discretion among different stations.

Long years back I have touched the problem of education under the traditional system & also touched flipped classroom where I have touched the problems of education , students , which i believe to me placed in the recent present question asked .

In the early old system student starts his further study with the good handwriting ,with good memory numbers or for Arithmetic calculation to be added with the knowledge of mother tongue & other subjects at the primary & secondary level .

This is my personal opinion

Hello dear,

I have a published paper on flipped classroom. Here is the link to the article:

I believe that the legislation on educational work isn't friendly to worker health

If the students' evaluation of the course is the dependent variable, then this does correspond to a pre-test and post-test design.

Thanks for this discussion Qasim Irzooqi Qasim Al-Zubaidi ,

The FC is a form of Blended Learning (BL), that reorganizes the time in and outside the classroom. In the FC model, students are exposed to initial learning material prior to face-to-face class through a variety of methods, many of which are technology-based or technology-enhanced and learner- controlled, such as instructor-provided video.

In our latest paper we used the FC model to help students prepare for laboratory classes. I would say that the FC should feature (a) mandatory pre-class learning of new material followed by (b) in-depth explanation, practice, and productive use of knowledge in class through active learning techniques, where (c) class attendance is mandatory. All three features are necessary.

In our study we used the FC model to enhance students preparation in laboratory classes. We show that students were better prepared for the laboratory classes among other benefits. Our implementation of the flipped pedagogy caused a shift in student workload from post-class to pre-class study without appreciably increasing the overall amount.

For more details you can have a look at this manuscript…

Former USSR traditional lecturers with great academicians, undoubtedly those times won't be repeated anywhere, Prof. Henrik G.S. Arvidsson

Good luck, with your research. I am a teacher of English from Morocco.

Best wishes,

I think Alcher Juagpao Arpilleda captured it but it's all about organizing content which is easy from your course outlines , however, prior organization is key.

The flipped classroom works, and researchers should focus on how to optimise it, according to the team behind the biggest ever study on the topic...

Meta-analysis of meta-analyses finds incontrovertible benefits, particularly in ‘authoritarian’ teaching cultures...

Yes, in the difficult conditions of a pandemic, this is a way out of this situation. However, practical skills in most natural sciences cannot be acquired through distance learning!

Prof. Khalid Mohammed, my guess is that for blended learning students don't have the role of individual learners, as they do have in the flipped classroom methodology.

Traditional learning converges faster to the blended learning environment, where the teacher still can have the main role.

Have a look at my draft contribution about this topic

عن طريق الاختبار التشخيصي المعتمد على الملاحظة العلمية

This link talk about:

Biology teacher’s Flipped Classroom: ‘A simple thing, but it’s so powerful’

https://www.edcan.ca/articles/biology-teachers-flipped-classroom-a-simple-thing-but-its-so-powerful/

Good Answer María Jordano de la Torre

Wolfram Demonstration Project

I agreed with Jose, beside depends of the courses also the participant (initial or intermediate or advance), in my opinion, Integrated and interactive approach in learning process, collaborate of Active, creative, effective and enjoyable learning. You may try kind of teaching method (materials) some of ideas refer to your objective or purpose, example: story telling or gaming or quiz. Well good luck on your project..Cheers

Check out Voice Thread - millennial students find this program much easier to use than I did

initially. Voice Thread “lets you connect with students online asynchronously, making it easy for them to stay involved in coursework without being physically present at a certain time or place, and without sacrificing that human element of face-to-face interaction.”

Custom way is to distribute Categories A, B, C.... according to their levels of understanding and than to train them group-wise accordingly.

Hey, thanks for your answer.

I have decided to use a quasi-experimental design with the independent variable being Flipped Classroom and the dependent one being grammatical competence (Spanish). I have planned to investigate the effectiveness of FC by comparing two classes (one class will be taught via FC, the other will be taught traditionally). Therefore I have a relatively small sample (40-50 students). I would like to perform a grammar test after the invention as well as observe the students' oral production and compare them.

You are very welcome. Thanks for downloading my paper and thanks for subscribing.

Unfortunately, my classes have to be taken by more than twice as many people, i.e., 35 students on average. Thus, solving problems as one big group isn‘t really working for me. I tried that last semester. I can see, however that working in small groups is a problem for some students if they (or at least the whole group) don‘t have any clue. Nevertheless, I think I will try to work in smaller groups next semester in order to gain some hands-on experience. My students have to solve problems as homework during the online part of the course. So my plan is to provide several more complex problems in class and let the individual groups decide if they want to deepen their understanding on specific homework problems they already know (and ask questions on these) or if they want to work on more complex problems, because they already understood all the homework problems. In any case I will be there as a consultant just like you seemed to have done. We will see how that works out - I will definitely report back at least in a blog-post.

Have a nice weekend,

Markus

I agree that it's appropriate to narrow your criteria for selecting articles. There is no minimum number that must be contained, but you need to show that you understand the most recent, relevant research.

First, I would limit your search to articles within the last few years. It's great if there is information on this topic from the early 2000s, but the literature review is supposed to show that you are current on your research topic. From there, I would do as Antonio mentioned and focus on empirical (not theoretical/conceptual) articles and then restrict it to the specific parameters of your paper (guided by the research question).

Of course, you want to add a few groundbreaking articles in the area, but you can figure that out based on the current articles you read that are aligning with your topic. Who is everyone citing? Whose name do you see more often than others. I'd add one or two of those scholars to round out the theoretical section.

You need consent from everyone appearing in the video in order to post it. I worked at a Tribal college here in the US and there were cultural barriers that prevented such consent in most cases. Our Institutional Review Board (IRB) and the Tribal Research Review Board (RRB) were very clear about that. If you don't get consent you may get a take down notice or, depending the video and who's in it, be subject legal action (at least in my former situation).

Dear Gurjit Singh,

Yes, I fully agree, teaching the role and importance of renewable energy development should be at the earliest stages of education. In addition, teaching the role and significance of the development of energy based on renewable energy should also explain the following key problems and issues related to ecology, sustainable pro-ecological development such as: eco-friendly innovation in energy, zero-energy construction, saving natural resources, reduction of environmental pollution, reduction of greenhouse gas emissions, replacement of classical energy based on mineral combustion based on renewable energy sources, the need to improve the technology of automatic waste segregation, improvement of recycling, elimination of plastic from packaging, development of biodegradable materials, development of electromobility, including efficient, fast-charging batteries , etc. In the teaching of ecological issues, proecological awareness should be shaped, including pointing out to pupils the necessity of a sustainable implementation successful, proecological economic development carried out according to the green economy concept.

Best wishes

Paul: These are good links for your request:

Link: https://study.com/academy/lesson/law-of-diminishing-returns-definition-examples-quiz.html

Link: https://www.economicshelp.org/microessays/costs/diminishing-returns/

Link: https://businesszeal.com/examples-of-law-of-diminishing-returns

We have done some very early work on the flipped classroom approach. A poster is here:

We shall be writing a paper in due course.

Dear Hussein A. Tarraf,

the answers to this RG question refers to a good range of didactic theories:

This article and the links therein may be related to your research area:

I think Piaget's equilibration theory best describes the learning that is happening in a flipped classroom. Watch video, build schema; discuss with group members, schema gets disturb and assimilation occurs. Teacher intervenes disturbing schema again and further assimilation happens which produces learning.

Amazing 7FP project described a Future classroom scenarios, where flipped classroom as well. You can find there Scenario library, decription of the Learning activitioesand Learning Stories as supporting materials for the practical implementation. Find on http://itec.eun.org.

My dissertation made on the Future classroom experience - summary in English added.

When leveraging the benefits of the flipped classroom instructional strategy, it is important to plan, implement, and assess. Plan what the students need to learn, implement the lesson, and pay attention to the data when assessing the student learning outcomes. It is important to provide immediate feedback during formative assessments in order to have a better performance on the summative assessments. One flipped classroom strategy is the use of EDpuzzle (see link below). Most current textbook companies provide supplemental learning materials/resources/strategies that are aligned with flipping the classroom.

EDpuzzle: https://support.edpuzzle.com/hc/en-us/articles/115001719972-What-is-Edpuzzle-

It may work in urban areas, but not in rural areas where such learning facilities cannot be afforded by the lower income people.

Hi! I have a teacher in the Middle School here at ACS Athens who contributed her research based chapter on Flipped Classroom in Science, to our blended learning edited book (IGI 2016). If you are interested, please let me know so I can share it with you privately.

I would encourage you to check these links below out. Research of this nature calls for a longitudinal study in a developing country like PNG and especially PNGUOT. Also I would like to encourage you to go to OER

Hi Roya,

Do you have specific questions that could not be answered by the paper below?

Best Regards,

In my organisation all the teaching is offered for students as face-to-face lectures. All the lectures all also recorded and offered for students as realtime videos and as ondemand videos. Face-to-face teaching situation therefore, works as a production environment for lecture videos. The students in the education programme can freely choose the way to participate in education for each lecture. So they just decide before lecture if they want to come to the campus or if they want to watch videos. And they don't have to inform us beforehand.

Solution that is based on face-to-face teaching and streaming lecture videos offers the students a full range of opportunities to participate in education regardless of time and place and in accordance with their own needs. To the student, education provided thus appears as a model of blended learning where the student can decide the degree of blending. The student can, if he/she so wishes, study solely through the face-to-face mode, but the student also has the choice to study solely through the distance mode or anything between. 

To view the videos, students need an active Internet connection and user rights. Videos can’t be downloaded by students. With the help of user rights, the video distribution can be limited only to the students who have enrolled in the course. The videos are removed from distribution once the course has ended.

The recording process is very very light. Everything is automated. Lecturers don't have to care about recording. It will start ant stop automatically. And videos are also moved to media server automatically. In videos everything that lecturer shows in classroom with the help of video projector can be seen in video.

We created a so called CiNetCampus video application, which is meant for educational use. With the help of application students can view the realtime videos, communicate with the lecturer during realtime video, watch the ondemand videos if they have user rights and so on. For the lecturer, CiNetCampus appears, above all, as a telepresence application in face-to-face teaching. In face-to-face teaching, the photos of students attending from distance at the time of the lecture are projected to the lecture hall's back wall so that the lecturer can have as good a view of them as possible. In this way, the lecturer will all the time be conscious of the virtual presence of the distance students and can pay attention to them during teaching. The questions presented by the distance students through chat are also projected on the back wall, providing the lecturer with an opportunity to immediately respond to those questions. The virtual presence of distance students generated with the help of the images and chat is also felt by the students actually present. There is also video conference application integrated to the CiNetCampus application so lecturers can also use that if they want. We typically use video conference application for example in seminar types of courses where more interaction between lecturer and students is needed. 

We have made lot of research about the impacts of this kind of system. We have also described production system and process more detailed in some of the papers. You can find tohe papers from my Rsearchgate profile in interested. 

Wouldnt the assessment methodologies be driven by the learning outcomes you have for the session(s)?  The use of what is now termed the flipped classroom emphasises the responsibility on the student to prepare for the group learning/ teaching event, and as a consequence the approach itself needs to be congruent with the intended outcomes.  

Margarete, you described my problem with flipped classes exactly. I would love to implement this approach but unfortunately I found that many of my students do very little preparation before coming to class, so my strategy has been to introduce just a couple of weeks and assigned the 'out of class' component as a group project. This worked well and gave students an intro into what flipped classes are about, without a long term commitment. 

It is possible Micheal! I am also thinking context, andragogy or pedagogy (your target?), culture, race, gender, do you want to 'Africanize' the study, Jimela is also right, you might want to "be in it", participatory action learning approach would indeed be ideal.

Dear Manoj,

Basically, there is no simple answer to your question.

- you can download anything you want. Distributing afterwards is a whole other question, particularly if you make it available online.

- in some coutries, the concept of "fair use" exists. It means that if you only use a media for instruction, do not make money with it, and do not deprive the copyright holder of his lawful profit, you are free to use the media. In other countries, the concept of fair use does not exist. In that case, it is strictly forbidden to make someone else's media available on line.

When I use someone else's material, I generally ask permission, which has never been refused to date.

 الفصل المقلوب يجعل من عملية التعلم عملية مستمرة طوال الوقت ؛ حيث يقوم المتعلم بالتعلم من خلا استخدام الوسائط المتعددة في المنزل ويمارس الأنشطة الادائية داخل الفصل الدراسي.

HI Babu.

In my experience, a con of implementing a flipped-classroom approach has to do with cultural issues. In Latinamerica, students are not used to self-study or prepare for a topic ahead of the class, so it is necessary to motivate them with grades or other mechanisms. Even then, only about 50% of the students actually came to the flipped class doing the previous reading and study, so in practice you still do need to invest some face-to-face time recapping on the theory at the beginning of the class. 

Nevertheless, I found the other 50% of the class really benefit of the extra time for analysis and practical exercises that you save by not going through all the theory on class. So, I still recommend using the flipped-classroom approach for certain topics, not the whole course.

Cheers,

Sandra Sanchez-Gordon

Because most, but not quite all college students use smartphones, the LMS needs BOTH excellent desktop functionality and app-based functionality.  

One of the keys you hit on is really important Taqwa, and that is around making shorter sharper blocks instead of longer lectures.

Online lectures are boring at the best of times, and we tend to think that it is the sour pill we need to make our students swallow if they are choosing to study online. But that doesn't have to be the case. It is much better to have a ten minute lecture, send them off to work on something, then bring them back in an hours time to discuss it.

You can do this multiple times in the week if need be, instead of trying to fill their heads with all the stuff they need for one week in one go. It's just a matter of scheduling our days a bit differently.

Augustin, that course is complete now and the students really liked this model. Today I started a new course  on Technology and SEN and I am using the same model. I am using Moodle and in the flipped class I discuss the work they will need to carry out. Also, I engage them with a small peer work on Moodle (workshop)For example, today each one had to locate a document or article related to special needs in Mauritius and write a few lines. They shared the URL and thier reflection. They are keen to use this model as they are getting feedback that helps them enhance their own work. But then the task has to be engaging and the learners need to feel that its going to be useful to them as a teacher.

Yes, we've used it at University of Otago in a number of situations both for information literacy and digital literacy teaching in Oral Health (100 level), Medical Laboratory Science (200 level), and Pharmacy (undergraduate and post graduate level).

We use a variety of material, in house video or interactive content, externally sourced content, practice searches using our databases, online based quizzes that can require physically coming to the library to find material.

The advantages we've been alerted to through in house evaluations are that: students feel more prepared for class, they have a better understanding of concepts, they have time on their own to work at their own pace, and they can come to class with questions, they exhibit deeper understanding. In order to embed this in the programme without adding time to the students, we have negotiated reducing in class time to cover the pre -class learning (usually up to half an hour).

The major disadvantage is when students don't engage with the pre-class learning, come to class unprepared, and the same amount of work still needs to be completed in 2/3 of the time.

It also takes time to design and set up these learning packages and embed them in the LMS. We often use Adobe Captivate to build the content but do have a collection of learning objects that we reuse and tailor the content to fit around it. If grades or terms are to be applied this needs to be negotiated at an early stage. A small grade can increase motivation to participate for some students! 

I hope this helps.

I have enjoyed using the flipped model in the classroom to focus instructional time on active-learning strategies that emphasize student-centered learning. Students do not necessarily have to use technology outside of class. Instead the idea is for class time to focus on more dynamic and engaging instructional strategies. Students may read the material and answer questions or complete writing assignments at home. My in class time then focuses on role-plays, simulations, debates, games, and problem-solving group work. These activities have made the learning experience much more dynamic overall. Good luck!

Form a group of well experienced matured teachers from a given domain. Choose a set of topics from their domain  and expose this group to the lectures on the same set of topics following different teaching models. I think the members of the evaluating group should be able to judge the relative effectiveness from their experience.

Jesús:

Here are some good sources on the flipped classroom in ResearchGate:

I think you have a good start with what you've gotten so far. I extend best wishes for every success in your research.

Debra

childrens may ask the most simple and the most important think for them: to have a good time, to feel happy

“Does anyone know of a method for measuring the effectiveness of a learning environment?” is an interesting but complex question. The reason is that methodology, learning environments and effectiveness use a quite broad terminology. 

Firstly,  comparative research on media or technology effectiveness  has been questioned. An old but interesting reasoning about media effectiveness: http://www.uky.edu/~gmswan3/609/Clark_1983.pdf

Secondly, considering the methodology, if you speak of quasi-experiment to measure effectiveness of an existing  learning environment, is this method controlling all the parameters of that environments, except one or two parameters that differ from each other which cause possible differences in effectiveness? Or do you mean a design experiment in which the researcher defines the parameters of the learning environments?  For more information on design experiments, see for example: http://www.sashabarab.com/syllabi/p500/cobb%20et%20al.pdf

Thirdly, the concept of learning environment is very broad which leads to many learning environments with overlap in their characteristics or parameters. See for example ‘Innovative pedagogy (Open University) that offers an interesting overview of innovative approaches to teaching. Though interesting in itself, it shows the problem of a clear demarcation of methods or technologies which impacts measurement of effectiveness http://www.openuniversity.edu/sites/www.openuniversity.edu/files/The_Open_University_Innovating_Pedagogy_2014_0.pdf  Another, interesting analysis of the concept of ‘learning environment’ and human interaction/interface  sheds light on the complexity of  designing learning environments:   http://www.slejournal.com/content/1/1/5

Fourthly, another  challenge is that students do not react to objective or nominal stimuli in a given  environment but to transformed, i.e. interpreted stimuli, like learner control (see http://anitacrawley.net/Resources/Articles/Learning%20effectiveness%20in%20a%20Web-based%20virtual.pdf), task perception ( Luyten, L., Lowyck, J. & Tuerlincks, F. (2001). https://ppw.kuleuven.be/okp/_pdf/Luyten2001TPAAM.pdf)  self-efficacy beliefs (http://onlinelibrary.wiley.com/doi/10.1111/j , instructional conceptions , See:  Lowyck, J., Elen, J. & Clarebout, G. (2004) Instructional conceptions: Analysis from an instructional design perspective.   International Journal of Educational Research, 41, (6), 429–444. Consequently, effectiveness cannot only be measured through comparison of observational characteristics of learning environment. Indeed, many intermediating variables play a role and should be taken into account.

Fifthly, the last part of the question is the method to measure effectiveness.  It is difficult to indicate which precise method for effectiveness measurement can be used, if not the whole structure and organization of the learning environments  is known. Some more general publications can be consulted that point to the diversity of entries in this evaluation matter. See: https://www2.viu.ca/integratedplanning/documents/Berk_2005_survey.pdf and http://147.226.7.60/-/media/WWW/DepartmentalContent/Teachers/PDFs/109full.pdf

To inspire: an older example of measuring differential effects of on-line and traditional instructional methods can be found in Woo, M.A. & Kimmick, J (2000). Comparison of internet versus lecture instructional methods for teaching nursing research. Journal of Professional Nursing, 16 (3), 132–139.

Dear Ho,

As a precedent to flipped classrooms you may wish to look at self paced learning. I have had an article published on the use of this method in the modern context of virtual learning environments (https://www.researchgate.net/publication/220140006_Web-based_Personalised_System_of_Instruction_An_effective_approach_for_diverse_cohorts_with_virtual_learning_environments).

In particular, the study we reference by Tennison on the Big Wrench may shed some light onto the issue of why it is difficult to switch between different dominant forms of teaching and learning.

I get the impression that most Western teaching is still orientated around lectures which are augmented by a pedagogically poor use of virtual learning environments. See Kirkwood and Price's paper on learning in the 21st Century (also in our reference list).

Por estos días, iniciaré un proceso de E/A que deseo basar en FC con dos grupos de licenciatura en una IES pública y espero reportar resultados a finales de mayo.

but in my opinion the best is http://www.casadellibro.com/libro-programa-para-la-mejora-de-la-docencia-universitaria/9788420543413/975794

True, but the fruits of active learning are that the students are actively engaging in something other than lecture and worksheets, the artifacts of the traditional classroom. This would be thinking exercises that take them outside of direct instruction and into the realm of real-world scenarios and application of concepts in the classroom, the realm of doing and thinking as opposed to lecture and memorization.

1.  Make sure that flipped learning is the primary instructional methodology of the class, not simply an additional or optional activity in a conventional classroom structure.

2.  Provide resources for acquisition of knowledge outside the classroom.  This usually includes videos created by the teachers.

3.  Hold the students responsible for the outside learning, such as writing summaries, responses, taking quizzes or other things to show that they invested the time required. I heard on teacher say that if the students cannot pass the quiz, they should be sent away to study until they can pass, rather than be allowed to stay in class.  

4.  Do NOT repeat the knowledge content in the classroom.  Rather, use activities that apply the knowledge acquired outside of class.

Flipped learning usually makes use of technology, but it is an idea that is bigger than the technology.  Rather than obtaining knowledge in the classroom and applying it at home in homework, flipped learning means acquiring it at home and applying it in the classroom.

You could argue that reading the textbook at home is fundamentally the same as watching a video. So how does the REST of the instructional design work?  If the students come to class and the teacher simply repeats what is in the book, that is not flipped learning.  If the students come to class and engage in activities making use of knowledge, than maybe that is a flipped approach.

Textbook or videos, you still have to have way to hold the students accountable for doing what they are supposed to do. I would think that these would be similar, regardless of what is used for the outside-class learning.

But I must say that videos and other technology are more likely to motivate the students, as opposed to seeing reading the book as a distasteful chore.

Hi Danil. I'll offer my two cents, for what they're worth, and I hope that I might address your concerns. First off, I strongly believe that flipped learning is not wholly reliant on technology. If passive instruction is occurring away from the learning space (i.e., classroom) in preparation for deeper level fortification in the classroom (review, practice problems, etc.), then flipped learning is occurring. Even if this passive learning is no-tech, such as readings, this is still flipped learning, as long as the passive instruction is truly being completed by the students and there is strict accountability for student participation in these 'out of class' activities. Tech is not needed for a flipped classroom to work. That said, the risks associated with using a flipped approach are in its implementation. Poorly implemented flipped classrooms can rapidly become disasters. But when implemented effectively, flipped learning environments become almost magical in their efficacy.

I've just completed a fairly exhaustive study of flipped learning, its requirements and benefits. I'll spare you the details, but the bottom line appears to be that the most important (if not only) ingredients for flipped learning to be successful are (1) effective pre-exposure to background material, (2) individual student reflection on what was understood and not understood from that background material, with appropriate feedback from the instructor, and (3) student application of the background material with instructor feedback provided during that application. That seems to be all you need for effective learning to be possible. Where all of that occurs (in the classroom versus at home) seems to be less important than some of us once thought... What is most important is that it's all done, and done under the supervision of, and with personalized feedback from, the instructor.

I'd recommend you focus on those three components - solid, effective introduction of material, student reflection of comprehension, student application of that material - and you should see some good learning outcomes. But, remember, it all rests on the effectiveness of the implementation. Spend your time and resources perfecting the implementation, and the rest should take care of itself.

I hope some of this helps. And, thanks Leona for the kind words.

I have tried the flipped classroom twice, in an introductory cognitive psychology course with typically over 200 students signed up and about 100 students attending lectures at the beginning of the semester, declining to about 50.  I provided lecture slides and mp3 files of the recorded lectures.  Both times students asked me to return to conventional lectures.  They do like having the recordings, they don't like being required to ask questions, at least not in a large class.  I find students do ask questions in smaller groups.  

Based on my entirely subjective impression and a small sample size of classes, I speculate that the success of a flipped classroom depends on students' willingness to ask questions, which in turn depends on class size and probably on other factors that I have so far failed to work out.  I haven't checked whether there are any studies on that topic.

There is a paper that that claims better results from recorded than from live lectures: McKinney, D., Dyck, J. L. and Luber, E. S. (2009) iTunes University and the classroom: Can podcasts replace professors?  Computers & Education 52, 617-623.

Hello Laura,

I am Parag, a student from INDIA, doing my M.Sc. in Computer Science.

As per your question, I strongly recommend the use of Massive Open Online Courses (MOOCs) in this aspect.

You can get relevant practical works over this digital paradigm of education in edX or Coursera.

Also you can get more information at the attached links...

Best Wishes....

Foreign language classes undertaken through immersion have often been intrinsically flipped when communicative competence is key to course design, development, and practice.  This has been going on for decade--long before the term flipped was used.  

The same goes for a variety of classroom projects done in social studies dating back to before the 1980s or 1970s.  Simulations also require this practice wherever they have been carried out--in a workshop, in office or in a classroom.

I agree with Amnon. It is amazing to see how much students are motivated by a few points of their final grade.

Additional points:

1. Make certain that students know why they are viewing the video by giving them a guided question sheet or behavioral learning objectives/outcomes.

2. Tie the questions/discussion/work at the next class time to those specific outcomes. They do not have to be the exact words, but should definitely follow the plan.

3. Keep the video as short as is humanly possible. Be ruthless in eliminating anything that is not essential. It is far better to have students really understand three to five points than have a vague concept of ten points.

4. Have the in-class exercises (using the online material) difficult enough that students have to struggle to complete the tasks. Have students work in groups -- the same groups all semester--so they learn how to work in a "working group" and can struggle together. Their discussions are where the real learning will take place. Having you in the room to guide (not answer) their questions is also key to the successful flipped classroom.

5. Check out the materials and information at the Team-Based Learning Collaborative for some great ideas.: << http://www.teambasedlearning.org/ >>

Best of luck.

The flipped classroom, with its use of videos that engage and focus student learning, offers us a new model for case study teaching, combining active, student-centered learning with content mastery that can be applied to solving real-world problems.

The key is that students should be prepared for the class. In many cases, they may not study the materials and the flipped approach fails!

10 Pros and Cons of a Flipped Classroom are discussed in the following link. 

1. Students have more control

2. It promotes student-centered learning and collaboration

3. Lessons and content are more accessible (provided there is tech access)

4. Access = easier for parents to see what’s going on

5. It can be more efficient

1. It can create or exacerbate a digital divide

2. It relies on preparation and trust

3. There is significant work on the front-end

4. Not naturally a test-prep form of learning

5. Time in front of screens–instead of people and places–is increased

 The other link is from UCSB (university of California at Santa Barbara)

Hello Michael,

I have a similar interest as you. One of the questions I asked had a reply from a researcher suggesting to view this paper (which I found very interesting):

The flipped classroom: a course redesign to foster learning and engagement in a health professions school.

I hope you find it as helpful,

Regards,

William

While I wholeheartedly agree with your statement about e-learning, I think you miss the thrust of what a flipped classroom is "supposed to be". I put supposed to be in quotes because I believe that there are many instructors out there who claim to have flipped courses without proper planning and thought.

The major tenants of a flipped classroom, as represented in the literature and through informal discussion with several professors who currently flip their courses as well as students in those classes, seem to be content outside of class and homework in-class. Simplistically this means that material traditionally covered in a lecture format is relegated to outside of class time. This allows for streamlining of content as well as reduction of tangents and off-topic discussions. From a student's standpoint it allows the student to watch and re-watch specific sections of material that he or she did not previously understand in addition to be able to watch the videos whenever they desire to do so. Most professors expect their students to read outside, at least according to their syllabus only to relate the same information that the students were "supposed to have read" in the lecture thus providing no incentive for the students to do the reading outside of class.

The second tenant of a flipped classroom is homework in class. This is a simplistic view which I believe can be better stated, as John Bergman and Aaron Sams did in their 2008 article in Learning and Leading With Technology entitled Remixing Chemistry Class, as "time for more student-centered and inquiry based activities". This statement suggest that class time is a time of interaction with peers and professors alike. This format fosters group learning and allows students to receive feedback from an expert in the field and discover gaps in understanding. This group learning is conducted using several well-established active learning techniques such as problem-based learning, think-pair-share, and inquiry-based learning. These techniques promote more than just simple memorization of facts, as most traditional lectures abdicate, but challenge the students to apply their knowledge, analyze information, and evaluate statements, literature, and information that they are presented with on a daily basis not just in-class but in life as well. It is these types of activities that help to develop students' critical thinking skills. Students who think critically are able to answer higher cognitive order questions on Bloom's taxonomy scale, get better exam scores, and are generally more prepared for life post school than those who cannot. A great source to read on the subject of flipped classrooms is the Chronicle of Higher Education's Casting Out the Nines blog written by Robert Talbert from Grand Valley State University in Michigan.

Jerry,

This is a really good question! The answer is, "it depends." Here's why. We know that self-efficacy is influenced by four sources (Bandura, 1997): Mastery experiences, vicarious experiences, social persuasions, and physiological/affective states. I could see teachers' self-efficacy being influenced IF teachers are watching the special needs assistant successfully accommodate students. To me, this is a vicarious experience--judging one's own ability to enact certain behaviors by watching a similar other model those behaviors. However, as Bandura has shown (as have numerous others), vicarious experiences are only effective if the teacher judges the special needs assistant as being similar to the teacher. What we don't yet know is WHAT those specific markers of "similarity" are. Some have suggested that ostensible markers like gender, age, race/ethnicity are salient. But others have called that into question, and have instead suggested that markers such as perceived similarity in ability are important. Therefore, if a special needs assistant can model effective practices for teachers, and these special needs assistants are able to serve as coping models rather than as mastery models (see Schunk & Hanson, 1985) the likelihood of teachers becoming more self-efficacious in teaching students with special needs could go up.

These can be assessed via self-efficacy instruments (see Bandura's 2006 chapter about creating instruments in Pajares and Urdan's edited volume on self-efficacy in adolescents) as well as instruments that assess students' sources of self-efficacy (see Ellen Usher's work regarding this).

Hope that helps!

Hi Karen,

Think "conversation" instead of lecture, as the guest. You wan to have a conversation. Start by asking open-ended questions about the topic at hand, then ask what the class might like to learn. The rest is up to you. What is your artistic medium? Can you set up an experiment or experience in that medium, or another medium, to illustrate important points as the class "plays" with the medium?