A reversal of the traditional lecture then do homework approach. ‘Flipping’ allows a change in the teaching approach and levels of engagement. In the flipped classroom the reading is completed before attending an interactive session (instead of a potentially passive lecture). The pre-reading covers the content that was previously delivered in the lecture format. This means a more interactive, problem based learning and group work teaching format can be utilised within the valuable teaching time.
How To Deliver?
Set pre-reading, links to suitable resources and also access to the lecture notes to enable learners understand the key readings and focus points (intended learning outcomes). Students can work at their own pace.
- Book or journal article
E-learning provides an opportunity to access and engage with resources pre-education.
This allows the discussion to extend and develop further as the groundwork is set. The facilitator can spend time clarifying any theory or concepts that the learners struggled with.
- Problem based approach (case study)
- Group work
- Hands on
What happens though when some of the learners have engaged with the pre-reading and the other half have not done a thing? You now have two split groups and you have to decide to bring one group up to speed or push on with the advanced group and leave the others behind. To utilise the flipped classroom then a ‘ways of working’ between the learners and teacher has to have taken place, then expectations are clear for the adult learners.
Loss of the lecture, it is easy to say lectures are passive but this is not always the case, there are great presenters that provide interaction, learning and engagement so dont be too hasty removing this approach.
The flipped classroom does seem very similar to the seminar approach to learning, so it’s not really that much of a learning curve when you look at it in constructive manner.
Keywords: flipped classroom, pre-reading, active learning, engagement.
Tucker, B. (2012). The flipped classroom. Education next, 12(1).
Educause (2012) 7 things you should know about flipped classrooms
McLaughlin, J. E., Roth, M. T., Glatt, D. M., Gharkholonarehe, N., Davidson, C. A., Griffin, L. M., … & Mumper, R. J. (2014). The flipped classroom: a course redesign to foster learning and engagement in a health professions school. Academic Medicine, 89(2), 236-243.
Thanks Chris. From a health perspective I follow #FOANed and #FOAMed and there are so many health professionals who engage in social media and provide a view of healthcare across the globe. A blog in critical care circles that many follow is Life In The FastLane, which is a popular resource. As you state, its down to the individual to work out the merits of a site, but I believe the main aspect is the level of engagement, learning community and that everyone can contribute. The discussions are often time relevant and are thus agile to discuss research or topical health issues/events.
Just using a blog which I use more as a repository of my notes from completing a masters of adult education, hopefully others find the quick points and the links to the evidence or theory helpful. I do think we have to try to share resources (within the constraints of copyright laws), and remind ourselves that not everyone has free access to the evidence or resources. Social media allows general discussions on topics and access to people in varying professions and speciality knowledge that is an unbelievable learning opportunity.