FLIPPED LEARNING: DEFINITION, BENEFITS,

AND CHALLENGES

Dr. Evangelia Triantafyllou

Assistant Professor

Aalborg University, Denmark

Redesigning teaching in higher education…

Critical skills shortage

◦ Reinforce learning with active learning approaches

◦ Ιncreased access to digital learning materials

◦ An example of using (online) classroom time effectively: the flipped classroom instruction approach

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Outline

◦ Definition of the flipped classroom◦ Pedagogical foundation ◦ Use cases◦ Benefits◦ Challenges◦ Implementation aspects

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Flipped Classrooms: evolution

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Definition

◦ “…a set of pedagogical approaches that (1) move most information-transmission teaching out of class, (2) use class time for learning activities that are active and social and (3) require students to complete pre- and/or post-class activities to fully benefit from in-class work.” (Abeysekera & Dawson, 2015)

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.

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THE FC LINEAR MODEL

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Pedagogical foundation

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Active learning and flippedclassroom◦ The foundation of flipped classroom lies in active learning◦ Active learning “shifts the focus of learning from passively receiving content

information to diligently participating in learning activities” (Frey, 2018) ◦ Active learning helps student develop skills such as “critical thinking, creativity,

communication, and collaboration” ◦ Active learning promotes social interactions, allowing students to work

collaboratively with their peers and teachers

Frey, B. B. (2018). The SAGE encyclopedia of educational research, measurement, and evaluation. Thousand Oaks, California: SAGE Publications, Inc. doi:10.4135/9781506326139

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Bloom’s Taxonomy

9A teaching guide on Bloom’s Taxonomy by P. Armstrong

Pedagogical value of the

FC

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The FC as a learning cycle

◦ The circular model of the FC (Gerstein, 2011)

Gerstein, J. (2011). The flipped classroom: a full picture. User Generated Education, available at:

http://usergeneratededucation.wordpress.com/2011/06/13/the-flipped-classroom-model-afull-picture/

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Concept exploration

◦ Αn educator-led part of the process that introduces learners to learning material (e.g.videos, slides, readings, tutorials, podcasts, etc.)

◦ Preparation material for students to study outside the classroom ◦ More control on when and where the preparation takes place◦ Educators may also allow learners to find and share resources ◦ This phase does not need to be technology heavy ◦ These activities support remembering on the Bloom’s Taxonomy

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Meaning making

◦ Also situated outside the classroom◦ Students make meaning out of the information they have been exposed to◦ Some activities to encourage meaning-making value peer-to-peer learning (e.g.

discussion forum, social networking group, etc.), ◦ Others aim at ensuring that the students come to class prepared (e.g. quiz,

comprehension check, etc.)◦ Reflection activities may be employed (e.g. posting on blogs, production of short

videos or podcasts etc.)

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Experiential engagement

◦ Οccurs when the learner and instructor interact in a FC◦ Students have to apply what they have learned (e.g. practice a skill, work on

a project, etc.)◦ The educator is able to:◦ gauge student understanding◦ support correct application◦ assist students that are having difficulties◦ provide additional challenges to more advanced students

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Demonstration & application

◦ During this stage, students analyze, evaluate and create

◦ Educators can evaluate for mastery and offer additional support where needed

◦ Products of this stage may be personalized projects or presentations for educators and peers

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Benefits - students

◦ Can learn at their own pace

◦ More time working with equipment available in classroom

◦ Sick/absent students can still watch the lectures

◦ Promotes reflection inside and outside of the classroom

◦ More actively involved in the learning process

◦ Take ownership of their own learning

◦ Provided opportunities for review

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Benefits - teachers

• Guide on the Side vs. Sage on the Stage

• Get better insight into student difficulties

• Can easily customize and update the curriculum

• Have reported increased levels of student achievement, interest, and engagement

• More time to spend with students on authentic research or supporting learning

• Better connect with students

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Challenges18

Assumes students taking responsibility

Time-consuming - Significant work on the front-end

Inability to monitor comprehension and provide just-in-time information out of

classroom

Paradigm shift

Assuring students’

preparation

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Pre-class quizzes and tests

Gamification in pre-class activities

Pre-class activities part of final assessment

Analysis of student online activity

preventive measures

The FLIP2G project◦ Erasmus+ Knowledge Alliance “Enhancing education and training through data-driven

adaptable games in flipped classrooms”◦ Project duration: 01/01/2019 – 31/12/2021◦ Partners: Aalborg University, Nurogames GmbH, University of Macedonia, Artelnics,

Northumbria University, Mandoulides Schools, Revheim School◦ Objective: Development of a new educational paradigm that incorporates FC with

Problem-Based Learning and game-based learning◦ Employment of Learning Analytics in order to adapt the learning content and provide

feedback and support to learners

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The FLIP2G Course Design◦ Combines the flipped classroom model with problem-based learning and game-based

learning

◦ Considers educational data production and analysis

◦ Can be used for designing courses following the flipped classroom model

◦ Can be found here

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Thank youfor yourattention! ◦Any questions?

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The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

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