Student engagement with the Flipped Classroom
Quality Learning Management courses are built on new knowledge and modern pedagogical development. Using ideas from the flipped classroom strengthen the courses. Flipped learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter[1].
The experience with and studies of the flipped learning increase. It is possible to find many successful examples. At least successful in the eyes of the teacher that try out that pedagogical model. Many studies find a positive effect of the model. However, looking at the student results make it complicated to decide if this model is better compared with other pedagogical models.
The opportunity offered by the Flipped Classroom, to adapt the traditional large group lecture and home study elements of a course, can lead to a more effective interactive learning environment. First -hand personal experience has confirmed the pedagogic theory: students engage in the subject matter through actively applying their understanding of the knowledge they have constructed. In the process, they often surprise themselves with how much they actually know. The benefits and challenges posed by this pedagogic approach have been highlighted previously (Simmons and Swan, 2015, Stripe and Carrier, 2015), but there remains an unanswered question. Could student engagement with the Flipped Classroom be dependent on the year of study it was introduced? It is possible to suggest that it does [2].
A study of students’ perspectives on a flipped learning model from 2017 concluded that the students reported more personal involvement in learning, better content understanding, convenience in time and pace, and enhancement of interactions as the benefits of flipped classes. However, the heavy workloads, greater time preparation, and lacks of familiarity and motivation were mentioned as pitfalls [3].
Watch, Summarize, Question
[1] McDonald, Christine and Liddell, Jan (2017) Flipped Learning and its application to undergraduate nursing education.Dynamics of Human Health, 4 (1). ISSN 2382-1019
[2] Cynthia J. Brame, Flipping the Classroom, Vanderbilt University
[3] Jin-Young Kim (2017): A study of students’ perspectives on a flipped learning model and associations among personality, learning styles and satisfaction, in the Journal: Innovations in Education and Teaching International (06 Mar 2017)