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Flipped Classrooms as Ubiquitous Learning (U-Learning)
Consider a high school math class. The teacher needs to teach the concept of Quadratic Formula. Instead of teaching in class and sending students home to do problems on their own, the teacher prepares a teaching video that includes the concept presentation and multiple examples of applying the concept and working problems to completion. This video can be used again and again and saves the teacher time in the future. However, the real benefit of this model is the "ubiquitous" aspect that the student can view the video when and where it is convenient for them, and review or rewatch it as much as needed.
The traditional Bloom's Taxonomy is somewhat "flipped." Remembering and Understanding happen before class rather than in class; Applying and Analysing happen in class rather than as homework.
In a "traditional" flipped classroom, however, the "U-learning" element is limited; students return to the classroom the next day, constrained again by walls and time, to work problems under the supervision and guidance of the teacher. The teacher is present to assist all students, but interaction is still limited by the walls of the classroom and the established course time table.
In a fully online model, or a cloud model, the U-learning would be more comprehensive. This course stands as an example of this. We have read articles and watched videos without the constraints of time or space, and now we take to the discussion boards to share what we understand to be true, and explore the application of those truths to other concepts. As everyone contributes some to the discussion, and we read and respond, we learn from each other, again, without the constraints of time or space.
Ubiquitous learning in a traditional flipped classroom (e.g. a brick and mortar school) can be better achieved by a combination of various learning strategies. Combine a flipped classroom model with mobile learning, for example, or combine the flipped classroom with community-based learning or ePortfolios, and more of the ubiquitous element is opened up. Students are learning that they can learn in many different ways; they are improving their metacognition as they explore how they learn, and they are expanding that to other areas of their lives.
Rather than focusing on imparting knowledge for memorization, flipped classrooms facilitate mastery through student-to-teacher interaction and subject experimentation and exploration. Of course, there is no one way to create a flipped classroom (https://omerad.msu.edu/teaching/teaching-strategies/27-teaching/162-what-why-and-how-to-implement-a-flipped-classroom-model), and flipping a classroom does not solve all of the educational problems of the world. Yet, flipping a classroom is one of many elements that can be tapped into to begin opening up the world of ubiquitous learning for your students.
For more information on Flipped Classrooms, see:
Michigan State University. (n.d.) "What, why, and how to implement a flipped classroom model." Retrieved from https://omerad.msu.edu/teaching/teaching-strategies/27-teaching/162-what-why-and-how-to-implement-a-flipped-classroom-model
Sprouts. (2015). "The Flipped Classroom Model." [Video file]. Accessed from youtube.com/watch?v=qdKzSq_t8k8
Srilaphat, E. & Jantakoon, T. (2018). "Ubiquitous Flipped Classroom Instructional Model with Learning Process of Scientific to Enhance Problem-Solving skills for Higher Education (UFC-PS Model)." Higher Education Studies, 9:1. doi:10.5539/hes.v9n1p76
My son had a high school math teacher attempt a flipped classroom and it was a total nightmare for my son. He had to watch the lecture online the day before class as a video. Then class was time to work on the homework with the teacher present. My son had learning disabilities, oppositional defiant disorder, and couldn't concentrate in a noisy classroom. The teacher was inconsistent with her communication, her videos had errors in them, and she was combative and defensive. She kept accusing my son of not watching the videos because he didn't understand the concept.
Fast forward a year. He ended up having to take an entire year of math in 6 weeks over the summer. He had to get up at 6:30 a.m. (when all his friends aren't in school) and drive 20 minutes away to a different high school. Class was 4 hours long, 5 days a week. All he did was math. All assignments were done in class, he had no homework. The students worked in groups and found the answers together. The teacher was there to help them if they had questions.
He got straight A's. I never had to wake him up for school. He got up every day on his own, and even left early to pick up another kid who didn't have a ride. It was the best math class of his high school career.
We ended up doing online high school and he only took one class at a time. He did so well and worked so quickly that it shortened his school year from August to the end of May, to October to the beginning of March. Since we were in NYC at the time, we used the extra time to visit museums and he taught himself photography and videography.
Thank you for sharing the suggestions about ways in which to improve the flipped classroom model to meet more of today's learning goals. You suggested that we could combine a flipped classroom model with mobile learning, for example, or combine the flipped classroom with community-based learning or ePortfolios, and more of the ubiquitous element is opened up. I completely agree and see the value in offering so many opportunities for ubiquitous learning using such platforms. I believe combining such methods with the traditional face-to-face would actually be the best blending of all worlds. I worry that our focus on using technology sends the signal that the in-person learning takes a secondary position. I still believe that we can't replace the feedback and interactions that can occur when we are physically sharing a space and picking up on the body language and social cues between teachers and students. I think those signals are invaluable and can't be replaced with a technological means; little emoji's and text could not replace the subtlety of human body language and verbal tone. I'm not saying you are suggesting that, to be clear, it's just something I was thinking as I process the subject matter.