The Exploration of the Flipped Classroom

https://helpfulprofessor.com/flipped-classroom/

Technology has introduced a wealth of methods to deliver instruction inside and outside of the classroom. Technology has also introduced different methodologies and opportunities to learn aside from the traditional teaching methods I grew up with. Whatever technique used, technology has allowed us an environment that is agile and adapts to all educational needs. This makes learning possible for not only the non-traditional students but the traditional ones as well. Technology has allowed non-traditional students like myself to succeed. I can work full time and access course material and interact while being over an hour and half away from campus.

In choosing a topic for this project, I wanted something in relation to ubiquitous learning- the ability to learn anytime or anywhere typically involving technology. I reflected on my experiences with this concept and the role of technology in facilitating it. I remember one of the first times I used google docs on a group assignment. I thought it was so innovative that we could all have access to our project at the same time. The platform allowed us the flexibility to edit whenever and share information through comments. I experienced the shift from didactic pedagogy or teacher focused in high school to reflexive or ergative pedagogy more so in my undergraduate and graduate studies. Instead of just being a consumer of knowledge, we are now thinking of students as more of an agent or active participant.

I did not realize a lot of these ubiquitous concepts correlate into the concept of a flipped classroom. Similar to my graduate studies, the bulk of our readings are done on our own time. For example, I take advantage of reading software so I can listen in my car on my way to work, pause, replay, etc. Then, in the classroom we focus more on activity-based learning. These new teaching methods are more accommodating to all kinds of students.

Teachers and students alike have all experienced a want or need for more time. This flipped concept might lead to the students or staff having to do more work on the outside of class but during class time you can get the most out of the short time there is.

I wanted to explore the topic of a flipped classroom and how it affects students and staff. Does this increase student engagement? What are some of the challenges shown? While we are learning about all these newer technologies, the flipped classroom approach was designed to integrate some newer ways of teaching before traditional class time. Flipped classrooms incorporate some of the methods that we use in this class such as online videos, recorded lectures, and other online resources. I would also like to explore some ways that this approach is implemented, what educational theories play into it, and some potential best practices.

In my first update, I introduced my topic of a flipped classroom. This idea brings together this concept of ubiquitous learning because it steers away from the traditional classroom lecture. Students typically prepare before class like how we have our Updates in this class with videos or articles to read. The classroom time is then used for student activities that allow them to learn, solve problems and collaborate with their peers. With technology, it has become way more accessible and convenient for students to receive information and work outside of the classroom.

Theoretical basis for flipped classroom: Bloom’s taxonomy

Bloom developed a framework for learning in 1956 which is commonly seen as a pyramid (below). In a traditional model, students would be doing the lower-level cognitive tasks like receiving information in class and the higher levels cognitive skills listed in the pyramid at home. The concept of a flipped classroom allows students to do lower-level cognitive tasks (remembering and understanding) at home. They receive the information by watching videos, reading articles, and taking notes. This transmission of information is oftentimes more independent and focused on basic concepts. Higher level cognitive tasks are then performed in the classroom (application, analysis, evaluation, and creation). The higher-level tiers require more assimilation and support. They interact more with their peers and teachers with active learning activities in the context of real life. Educators can use bloom’s taxonomy to develop their own teaching and assessment strategies in and out of the classroom.

Theoretical basis for flipped classroom: Cognitive Load Theory

Cognitive Load Theory coined by John Sweller in 1988 suggests that our working memory can only store a small amount of information at a time and overloading it can be detrimental to learning. (Society for Education and Training. Cognitive Load Theory describes memory as having three main parts: sensory, working, and long-term. (Fischer et al., 2023) In the image below, they reference how incoming information is processed.

 Cognitive Load Theory in the case of education can help instructors provide enough information for the students to learn effectively. This theory is extremely important when talking about a flipped classroom. Since everyone learns and comprehends at different paces, having the information available for a longer time can help students succeed. When you have an hour lecture a lot if not most of the information is lost in transit. Having a video or online materials allows more time for the student to process the information. Having this theory is also helpful for the instructors. If there is too much online material put out each week the students will not complete or comprehend all the information before class. This theory helps the classroom become a more effective and healthy environment for both instructors and students.

Theoretical basis for flipped classroom: Constructivism

One of the key concepts or theories that coincides with a flipped classroom comes from Len Vygotsky and is called Learning theory or Constructivism. It reminds me of a similar topic within this class which is collaborative learning. Len’s philosophy explains that learning is a collaborative process, and that social interaction is fundamental to forming constructs.

According to his approach, this type of learning allows the student to ‘construct’ their own knowledge with the teacher acting as a facilitator. This approach allows for student-centered learning. It emphasizes active learning techniques and learning through social interactions. With using the key concepts of this theory (seen below), students can have a more engaging and meaningful learning environment.

Incorporating engagement with other students in the classroom and out of the classroom allows each of us to learn from our prior experiences. Throughout my personal experience and my professional career, I have learned a lot from just listening to others, thinking, and taking that into account when forming my own thoughts

A flipped classroom approach is based on learning being a cognitive process that involves collaboration and students participating in active learning techniques. Lower-level cognitive tasks are to be done at home and higher-level tasks in the classroom. In this update, I will explore some potential critics of the theories involved in a flipped classroom. The flipped classroom approach is promising but not without some potential barriers.

A main criticism of Cognitive Load theory is that it focuses on the cognitive aspects of learning, overlooking the role of emotional and motivational factors that can contribute to learning. Emotions can have a profound impact on students' engagement and performance (Pekrun & Linnenbrink-Garcia, 2012). Unfortunately, educational research is just starting to acknowledge the importance of emotions and their benefit in educational settings. The research that has been conducted has been in controlled environments which do not reflect into academic experiences (Pekrun & Linnenbrink-Garcia, 2012).

Criticism of Cognitive Load:

Some criticism of cognitive load theory is that it is unclear how a student's cognitive load can be measured. Additionally, the theory does not account for individual differences among learners; it often assumes that instructional materials will be equally effective for all students. I have found a lack of clarity regarding the terms cognitive load, mental load, and mental effort. This can lead to confusion when attempting to apply this theory in the field. Another criticism of cognitive load is when attempting to minimize cognitive load it can lead to boredom and lack of motivation for some students.

In my experience, if I feel a class is moving too fast or I am not understanding before we move on it can affect how I interact with the class because I may be frustrated. Also, if the class is not engaging or have different modes of learning (videos, projects, discussion, etc) it can have an affect on my motivation and I may not be in as much effort.

Hearing feedback from other students' progress with the class can also lower morale because others are at different points of understanding. These criticisms arise from the need for a more nuanced approach to understanding cognitive load and its impact on learning.

Criticism of Constructivism:

I have found many criticisms of Constructivism. One of the main critiques I found important is the reliance on “Unguided methods of instruction”, as spoken about by Kirschner. Kirschner expands on the need for greater structure of learning activities. Also, constructivism does not take into account emotions. I.e anxiety, depression, etc. These emotions can have a great effect on the learning experience. Constructivism overemphasizes memorization and the recall of facts that can be a detriment to the development of high level cognitive skills. Furthermore, when the information students encounter does not align with their existing knowledge, they may experience cognitive conflict, making it difficult to integrate new information effectively. In a class environment this can lead to disparities between the students. Students will have differences in prior knowledge and some might find it different to grasp the new concepts at the speed required to process through the class. A more balanced approach might be more effective to support a diverse set of students.

Criticism of Flipped classroom:

The flipped classroom is a great concept, but it does not go without criticism. One concern is that a flipped classroom inherently limits the ability of direct instruction. When students are preparing for class and reading material they cannot receive immediate feedback. Normally feedback comes in the form of email or after-grading sections. During classroom time there is room for discussion, but it does not help the individual that is working from home. This can cause some students to struggle and fall behind. The flipped classroom not only gives a substantial amount of pre-work to the student but also increases the workload of the instructor. This can lead to burning out from both sides. If the student is not use to this format the transition can be difficult. Students may lack discipline and motivation to complete pre-class work. Also, there is the fact that all students may not have access to technology in the same way. These challenges suggest that while the flipped classroom has its benefits, careful consideration is needed to ensure it meets the diverse needs of all learners.

Next update, I will tie together some of this criticism and how they play into the disadvantages of flipped classrooms. I will also explore the benefits of a flipped classroom and some best practices that may mitigate some of the disadvantages.

Overall, the human brain and the cognitive processes are complex and not yet fully understood. Each theory has its critics and challenges, but it provides us with a basis of how students learn. We may use a myriad of theories and techniques to accomplish teaching.

The flipped classroom has become popular in many institutions as it incorporates active and collaborative learning. Flipped learning allows students to gain foundational information at home, lessening the cognitive load during class. Studies have shown that students' perceptions and engagement towards the design are generally positive (G., & Akçayır, M. 2018). Some indirect student outcomes like improving students' communication skills, promoting more independent learners and changing their learning habits can be positive outcomes of the flipped classroom. However, faculty and students do face challenges when it comes to a flipped classroom. In this update, I will acknowledge the challenges from my research in my last update and provide some ways that instructors and institutions work around them.

Challenges and potential solutions:

Some of the challenges presented in a flipped classroom environment is the limited ability for direct instruction and immediate feedback. Some potential solutions are that professors can implement an in-class learning overview where teachers go over the video lecture to refresh students’ memory and clarify any misunderstanding. It may also be effective for professors to explain more complicated concepts in the classroom. This will promote a better understanding of the material. As for feedback, professors can consider using text messages or discussion boards for forms of instant feedback outside of class (Akçayır & Akçayır, 2018). Technology based feedback can also be helpful such as how we used AI feedback in this course as well as analytics to see our scores regularly and complete assignments. Establishing ongoing communication through different platforms can give opportunities for better communication. Additionally, providing instructor notes alongside video lectures to guide learning or give the professor's perspective can be helpful. Being creative and adding additional tactics to strengthen communication is beneficial to the learning process.

Implementing a flipped classroom can also present a substantial amount of work for the instructor (Lo & Hew, 2017). Some potential solutions for implementing a flipped classroom is for teachers to receive direct training on the concepts and theories surrounding a flipped classroom. Starting small and gradually flipping the course would be wise. Noting how the students react and what works in a real scenario. There can be considerations made about hiring support staff or TA’s to help implement this environment. Also, collaboration with fellow professors and staff to utilize all the available resources. It may not always be necessary to reinvent the wheel when other professors have found processes that work.

A flipped classroom may require a substantial amount of pre-work required by the student and at times a lack of discipline and motivation to complete this work. To address these problems, professors can limit their pre-class work lessons to 20 minutes, so students are less overwhelmed. Also, studies show students' engagement time of watching videos is 6 minutes so professors should try to include short videos to get their full attention. Additionally, during these videos they should be informal and more conversational. This fosters a more relatable learning experience. To ensure engagement follow-up quizzes can be designed and the use of a learning management system can be used to track their engagement. There can be consideration to use digital game elements that can contribute to students’ motivation and engagement. Creating an empathetic and supportive learning environment is crucial (Hinchliffe et al., 2020), as is offering students a sense of control and choice in their learning process. Finally, acknowledging the difficulties of learning and helping students develop a positive mindset and self-efficacy can empower them to persist through challenges (Hinchliffe et al., 2020). By implementing these strategies, teachers can enhance student engagement and motivation in a flipped classroom setting.

Transitioning from a traditional classroom approach to a flipped classroom can be challenging for both students and teachers (Lo & Hew, 2017). To help facilitate this transition professors should make the transition gradually. While providing a detailed description of the course and what they will be required to do. Allow an environment for feedback from students. When detailing this transition, share the expectations clearly and think about implementing a reward system throughout the transition. Finally, make sure to be clear of the expectations and guidelines for the pre-class work.

Another challenge that is brought up in a flipped classroom is that students may not have the same access to technology. To address this issue there is a couple of things that can be done, Ensure IT services are available to support students. Also, explain how students can use the computer facilities on campus or around campus such as computer labs or libraries. Prepare additional means for students to access materials such as flash drives and DVDS for those who do not have access to the Internet at home. Lastly, if assigning group work, ensure each student has access to the necessary equipment. By taking these steps, educators can create a more inclusive learning environment that supports all students in their transition to a flipped classroom.

A flipped classroom can be successful if both the students and professors are trained on what to expect. Adequate staff and support is necessary to provide communication and feedback to the students. Like in this class, I enjoyed the weekly training on the platform so I understood how to use it. I could easily track what was to be completed and each week’s material was posted so that it was not so overwhelming. Our weekly sessions also allowed for instant answers to questions. The material given was short and engaging to lessen our cognitive load. Students like myself already have a positive view on a flipped classroom so with proper facilitation it can be valuable to learning and promote autonomy.

Akçayır, G., & Akçayır, M. (2018) provided a systematic review of literature in a flipped classroom approach providing insight on the advantages and challenges I have outlined. The most prominent pedagogical contribution found across the literature was flexibility. Students can learn where they want to, when they want to, and at their own pace. The most reported advantage of a flipped classroom was learning performance and the flipped model showed enhanced student satisfaction and engagement. The major challenges shown were students not being prepared before class and the need for more guidance at home.

The flipped classroom has brought about different materials and options for students to learn. However, it is important to keep it engaging and not overwhelm students with long lectures. Professor Brian White shares his lessons learned from UMass Boston that correlate with what I have learned. He says to start small, get feedback, and that his students prefer videos of himself rather than external videos. He utilizes Blackboard for his flipped classroom. Teachers also utilize Google classrooms that easily allow for documents to be shared, game based learning platforms like Kahoot and Duolingo to keep students engaged and collaborating. The emergence of AI can also help with students receiving timely feedback with platforms such as Gradescope that helps assist in grading assignments.

Overall, the flipped classroom approach has some promising results, like improvements in learning performance, motivation, and positive attitudes. However, most of the research conducted is not enough to cite broad generalizations. Additional research is needed to explore its advantages and whether its use can lead to greater student confidence, engagement, and more positive attitudes (Akçayır & Akçayır, 2018). Also, most of the research is conducted is from higher education and the approach may be effective for the older generation because of its similarity to andragogy allowing for adults to have responsibility of their learning with flexibility. With ongoing research and thoughtful implementation and training the flipped classroom can be adaptable across other educational environments.

Akçayır, G., & Akçayır, M. (2018)