What is flipped classroom?
The idea of the flipped classroom was first developed in 2004 by Jonathon Bergman and Aaron Sams. It has now become a bit of a ‘pedagogical phenomenon’, particularly with the growth of online teaching environments which provide new platforms for the flipped classroom models to take off.
In a flipped classroom model, the part of learning where students sit and listen to lectures is moved to before class. Content delivered through video, readings, eBooks, PDFs is now provided for students to go through before coming into the classroom or lecture theatre. The classroom/lecture theatre component is moved to a learning environment in which students engage in activity with each other and with the content in a more active way. As you can see in the model below, the higher order levels of thinking (analysing, evaluating, and creating) are done in class together with peers and teachers rather than outside of class.
Image source: https://federation.edu.au/staff/learning-and-teaching/clipp/elearning-hub/flipped-classrooms/flipped-classroom-model Viewed 5/09/2016
Original source: Image: Williams, Beth (2013). How I flipped my classroom. NNNC Conference, Norfolk, NE.
According to Mok (2014): In a traditional instructor-centered classroom, the teacher delivers lectures during class time and gives students homework to be done after class. In a flipped, or inverted, classroom, things are done the other way round: the teacher “delivers” lectures before class in the form of pre-recorded videos, and spends class time engaging students in learning activities that involve collaboration and interaction. Passive learning activities such as unidirectional lectures are pushed to outside class hours, to be replaced with active learning activities in class. The term “inverted classroom” appeared in the literature as early as 2000 (Lage, Platt and Treglia, 2000)
Mok, H. N. (2014). Teaching tip: The flipped classroom. Journal of Information Systems Education, 25(1), 7-11. Retrieved from http://search.proquest.com/docview/1616142329?accountid=8330
Why flip your classroom?
One of the benefits of flipping your classroom is the way in which in class time can be used for more interactive and collaborative activities rather than juts as a means of delivering content. It opens up opportunities for students to work and problem solve together with the guidance from the teachers. Students from the UNSW Business School explain how a flipped approach to their classes has impacted their learning experiences.
- Journal article: Howitt, C. and Pegrum, M. (2015). “Implementing a flipped classroom approach in postgraduate education: An unexpected journey into pedagogical redesign.” Australasian Journal of Education Technology. Vol 31, No 4. http://ajet.org.au/index.php/AJET/article/view/2439
- UNSW Flipped Classroom guide, with resources and examples. https://teaching.unsw.edu.au/flipped-classroom
- UQ Flipped Classroom guides, with case studies, ideas for online engagement and active learning in the classroom, and results from an OLT project on flipped classroom. http://www.uq.edu.au/teach/flipped-classroom/index.html
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Share your thoughts
What do you think of this model? We invite you to share your thoughts on how it might benefit your teaching practice or why you are interested in this topic. Feel free to respond to one of the prompts below if it helps, and we encourage you to respond to the posts of others as well.
Please note: If you are participating in the course for professional development at the ANU, you will need to write a short response to each post to receive credit for this course.
A few ideas
- Why did you take this short course? What interests you about flipped classroom?
- How is this model different or similar from your current teaching practices?
- Do you think this model would be of benefit to your students ? How?
- Contribute one positive and one negative thing about flipped classrooms.
Use the comments section to share your thoughts.