The Flipped ClassroomThe flipped classroom, also known as the inverted classroom, can be viewed as an approach to learning where the activities traditionally done by students outside of the class (e.g., assignments, solving problems) are moved into the classroom session, while what was once traditionally done in class (i.e., the knowledge transmission phase) is done prior to class – often via pre-recorded video.
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Is the Flipped Classroom Effective?
Although the superiority of the flipped classroom approach over the traditional teacher-led/knowledge transmission approach is generally supported by the literature (Cheng, Ritzhaupt, & Antonenko, 2019; Sergis, Sampson, & Pelliccione, 2018; Strelan, Osborn, & Palmer, 2020), it should be noted that not only are the outcomes highly variable, but that the benefits associated with flipping the classroom are generally only accrued when flipped classes are based on sound pedagogy. Furthermore, research suggests that not all subjects are equally as amenable to the flipped classroom, with learning outcomes appearing to be dependent on the subject being studied (Cheng, Ritzhaupt, & Antonenko, 2019: Gillette, et al., 2018; Strelan, Osborn, & Palmer, 2020).
Strengths and Benefits
1. More personalised learning experiences
2. Frees up time for active learning in the classroom, which leads to deeper learning
3. Encourages students to take more responsibility for their learning
4. Can reduce cognitive load
5. If done correctly, the FC can yield 1/5 to 1/3 of a standard deviation higher test results (see Låg, T., & Sæle, 2019; Strelan, Osborn, & Palmer, 2020)
Please use the following APA citation style to reference my writing and lectures
Wedlock, J. (2021). The Flipped Classroom: Considerations and How to Do it Effectively. JoshESL. https://www.joshesl.com/flipped-classroom.html
Although the superiority of the flipped classroom approach over the traditional teacher-led/knowledge transmission approach is generally supported by the literature (Cheng, Ritzhaupt, & Antonenko, 2019; Sergis, Sampson, & Pelliccione, 2018; Strelan, Osborn, & Palmer, 2020), it should be noted that not only are the outcomes highly variable, but that the benefits associated with flipping the classroom are generally only accrued when flipped classes are based on sound pedagogy. Furthermore, research suggests that not all subjects are equally as amenable to the flipped classroom, with learning outcomes appearing to be dependent on the subject being studied (Cheng, Ritzhaupt, & Antonenko, 2019: Gillette, et al., 2018; Strelan, Osborn, & Palmer, 2020).
Strengths and Benefits
1. More personalised learning experiences
2. Frees up time for active learning in the classroom, which leads to deeper learning
3. Encourages students to take more responsibility for their learning
4. Can reduce cognitive load
5. If done correctly, the FC can yield 1/5 to 1/3 of a standard deviation higher test results (see Låg, T., & Sæle, 2019; Strelan, Osborn, & Palmer, 2020)
Please use the following APA citation style to reference my writing and lectures
Wedlock, J. (2021). The Flipped Classroom: Considerations and How to Do it Effectively. JoshESL. https://www.joshesl.com/flipped-classroom.html
Drawbacks and Weaknesses
1. Students may not like doing ‘extra’ work outside of class.
2. More preparation time is needed for teachers, especially in the initial stages.
3. Students who have not prepared are already behind – so make sure you guide your students and teach them how to engage with the learning content at home.
4. Students lacking the technology (e.g., internet) may be at a disadvantage.
5. There is evidence to suggest that the FC may not offer any additional benefit, especially if not implemented correctly by the educator. The key things educators need to consider are the learners’ ages, the stage of development the learners are at (the FC is not very effective with young learns who can’t implement self-learning strategies), the learners’ background knowledge, and how to assess learning outcomes.
6. Educators need to know what they are doing and employ research-based practices if they wish to get the most benefit from the FC.
7. There is often a trial-and-error approach to the FC which discourages some teachers and learners.
8. Students may lack motivation or the required self-regulated learning strategies
9. Parents and other stakeholders may not buy into the FC. To help mitigate this, educators are urged to explain the benefits of the FC, and what measures they have put in place to ensure a positive learning experience for those involved.
Stages
Pre-class: Knowledge Acquisition – Provide students with materials to engage with prior to the class – level and age-appropriate – think about duration and how familiar the topic is
In-class: Active Learning – Connect out-of-class learning to in-class activities. The in-class stage should be devoted to problem-solving, active learning, collaborative learning, skill development, and building connections between what has previously been learned.
Post-class: Consolidation – Activities or resources that solidify what has been learned and/or extra opportunities to practice or expand knowledge. May also be a time to assess learning through tasks or formative assessment.
Best Practices for the Flipped Classroom
1. Have a mini-quiz to assess learning and to prime learners at the start of the in-class session (see Hew and Lo, 2018).
2. It is often a good idea to begin the in-class portion with a mini quiz, as mentioned, or a micro-lecture to recap what has been learned and connect the pre-class learning with in class learning.
3. Remind students to come to class with questions (don't leave with them)
4. Connect pre-class learning with in-class activities
5. Don't reduce class time just because your learners have done their out-of-class learning. Reducing class time will also reduce the effectiveness of the FL approach.
6. Provide your students with a reason to engage with the put-of-class learning.
7. Provide guidance and coaching as to how to engage with the FC. Teach your students self-regulation and self-learning strategies – but, before you even do that, make sure you know what strategies are effective, and why.
8. Don't use technology just for the sake of using technology. Your choice of technologies must be purposeful. New technology does not equal better learning. It is how you use the technology, or more importantly, how your learners use the technology that matters. Try to use familiar technologies, but if you need to introduce a new application or website, do so gradually. Don’t expect students to learn new technologies and your content – it could be too much for them to manage.
Please use the following APA citation style to reference my writing and lectures
Wedlock, J. S. (2021). The Flipped Classroom: Considerations and How to Do it Effectively. JoshESL. https://www.joshesl.com/flipped-classroom.html
1. Students may not like doing ‘extra’ work outside of class.
2. More preparation time is needed for teachers, especially in the initial stages.
3. Students who have not prepared are already behind – so make sure you guide your students and teach them how to engage with the learning content at home.
4. Students lacking the technology (e.g., internet) may be at a disadvantage.
5. There is evidence to suggest that the FC may not offer any additional benefit, especially if not implemented correctly by the educator. The key things educators need to consider are the learners’ ages, the stage of development the learners are at (the FC is not very effective with young learns who can’t implement self-learning strategies), the learners’ background knowledge, and how to assess learning outcomes.
6. Educators need to know what they are doing and employ research-based practices if they wish to get the most benefit from the FC.
7. There is often a trial-and-error approach to the FC which discourages some teachers and learners.
8. Students may lack motivation or the required self-regulated learning strategies
9. Parents and other stakeholders may not buy into the FC. To help mitigate this, educators are urged to explain the benefits of the FC, and what measures they have put in place to ensure a positive learning experience for those involved.
Stages
Pre-class: Knowledge Acquisition – Provide students with materials to engage with prior to the class – level and age-appropriate – think about duration and how familiar the topic is
In-class: Active Learning – Connect out-of-class learning to in-class activities. The in-class stage should be devoted to problem-solving, active learning, collaborative learning, skill development, and building connections between what has previously been learned.
Post-class: Consolidation – Activities or resources that solidify what has been learned and/or extra opportunities to practice or expand knowledge. May also be a time to assess learning through tasks or formative assessment.
Best Practices for the Flipped Classroom
1. Have a mini-quiz to assess learning and to prime learners at the start of the in-class session (see Hew and Lo, 2018).
2. It is often a good idea to begin the in-class portion with a mini quiz, as mentioned, or a micro-lecture to recap what has been learned and connect the pre-class learning with in class learning.
3. Remind students to come to class with questions (don't leave with them)
4. Connect pre-class learning with in-class activities
5. Don't reduce class time just because your learners have done their out-of-class learning. Reducing class time will also reduce the effectiveness of the FL approach.
6. Provide your students with a reason to engage with the put-of-class learning.
7. Provide guidance and coaching as to how to engage with the FC. Teach your students self-regulation and self-learning strategies – but, before you even do that, make sure you know what strategies are effective, and why.
8. Don't use technology just for the sake of using technology. Your choice of technologies must be purposeful. New technology does not equal better learning. It is how you use the technology, or more importantly, how your learners use the technology that matters. Try to use familiar technologies, but if you need to introduce a new application or website, do so gradually. Don’t expect students to learn new technologies and your content – it could be too much for them to manage.
Please use the following APA citation style to reference my writing and lectures
Wedlock, J. S. (2021). The Flipped Classroom: Considerations and How to Do it Effectively. JoshESL. https://www.joshesl.com/flipped-classroom.html
References
Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research. Higher education research & development, 34(1), 1-14.
Bishop, J., & Verleger, M. A. (2013, June). The flipped classroom: A survey of the research. In 2013 ASEE Annual Conference & Exposition (pp. 23-1200).
Cheng, L., Ritzhaupt, A. D., & Antonenko, P. (2019). Effects of the flipped classroom instructional strategy on students’ learning outcomes: A meta-analysis. Educational Technology Research and Development, 67(4), 793-824.
Gillette, C., Rudolph, M., Kimble, C., Rockich-Winston, N., Smith, L., & Broedel-Zaugg, K. (2018). A meta-analysis of outcomes comparing flipped classroom and lecture. American journal of pharmaceutical education, 82(5).
Hew, K. F., & Lo, C. K. (2018). Flipped classroom improves student learning in health professions education: A meta-analysis. BMC Medical Education, 18, 38–50.
Låg, T., & Sæle, R. G. (2019). Does the flipped classroom improve student learning and satisfaction? A systematic review and meta-analysis. AERA open, 5(3), 2332858419870489.
Rotellar, C., & Cain, J. (2016). Research, perspectives, and recommendations on implementing the flipped classroom. American journal of pharmaceutical education, 80(2).
Strelan, P., Osborn, A., & Palmer, E. (2020). The flipped classroom: A meta-analysis of effects on student performance across disciplines and education levels. Educational Research Review, 30, 100314.
Sergis, S., Sampson, D. G., & Pelliccione, L. (2018). Investigating the impact of Flipped Classroom on students' learning experiences: A Self-Determination Theory approach. Computers in Human Behavior, 78, 368-378.
van Alten, D. C., Phielix, C., Janssen, J., & Kester, L. (2019). Effects of flipping the classroom on learning outcomes and satisfaction: A meta-analysis. Educational Research Review, 28, 100281.
Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research. Higher education research & development, 34(1), 1-14.
Bishop, J., & Verleger, M. A. (2013, June). The flipped classroom: A survey of the research. In 2013 ASEE Annual Conference & Exposition (pp. 23-1200).
Cheng, L., Ritzhaupt, A. D., & Antonenko, P. (2019). Effects of the flipped classroom instructional strategy on students’ learning outcomes: A meta-analysis. Educational Technology Research and Development, 67(4), 793-824.
Gillette, C., Rudolph, M., Kimble, C., Rockich-Winston, N., Smith, L., & Broedel-Zaugg, K. (2018). A meta-analysis of outcomes comparing flipped classroom and lecture. American journal of pharmaceutical education, 82(5).
Hew, K. F., & Lo, C. K. (2018). Flipped classroom improves student learning in health professions education: A meta-analysis. BMC Medical Education, 18, 38–50.
Låg, T., & Sæle, R. G. (2019). Does the flipped classroom improve student learning and satisfaction? A systematic review and meta-analysis. AERA open, 5(3), 2332858419870489.
Rotellar, C., & Cain, J. (2016). Research, perspectives, and recommendations on implementing the flipped classroom. American journal of pharmaceutical education, 80(2).
Strelan, P., Osborn, A., & Palmer, E. (2020). The flipped classroom: A meta-analysis of effects on student performance across disciplines and education levels. Educational Research Review, 30, 100314.
Sergis, S., Sampson, D. G., & Pelliccione, L. (2018). Investigating the impact of Flipped Classroom on students' learning experiences: A Self-Determination Theory approach. Computers in Human Behavior, 78, 368-378.
van Alten, D. C., Phielix, C., Janssen, J., & Kester, L. (2019). Effects of flipping the classroom on learning outcomes and satisfaction: A meta-analysis. Educational Research Review, 28, 100281.