Innovation through the flipped model of learning: enriching students' and instructors' experience

The paper provides a brief literature review of the FML, a description of the FML experience within the context of a multi-year project in a major research university – from designing to producing and integrating it into the second-language writing curriculum – and recommendations for scalable implementation. Special attention is given to the benefits of this approach for students as well as to its broader pedagogical advantages.Published versio

Using “First Principles of Instruction” to Design Secondary School Mathematics Flipped Classroom: The Findings of Two Exploratory Studies

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The flipped classroom, disruptive pedagogies, enabling technologies and wicked problems: responding to 'the bomb in the basement'

The adoption of enabling technologies by universities provides unprecedented opportunities for flipping the classroom to achieve student-centred learning. While higher education policies focus on placing students at the heart of the education process, the propensity for student identities to shift from partners in learning to consumers of education provides challenges for negotiating the learning experience. Higher education institutions (HEIs) are grappling with the disruptive potential of technology-enabled solutions to enhance education provision in cost-effective ways without placing the student experience at risk. These challenges impact on both academics and their institutions demanding agility and resilience as crucial capabilities for universities endeavouring to keep up with the pace of change, role transitions, and pedagogical imperatives for student-centred learning. The paper explores strategies for effective change management which can minimise risk factors in adopting the disruptive pedagogies and enabling technologies associated with ‘flipping the classroom’ for transformative learning. It recognises the significance of individual, cultural and strategic shifts as prerequisites and processes for generating and sustaining change. The analysis is informed by the development of a collaborative lifeworld-led, transprofessional curriculum for health and social work disciplines, which harnesses technology to connect learners to humanising practices and evidence based approaches. Rich data from student questionnaires and staff focus groups is drawn on to highlight individual and organisational benefits and barriers, including student reactions to new and challenging ways of learning; cultural resistance recognised in staff scepticism and uncertainty; and organisational resistance, recognised in lack of timely and responsive provision of technical infrastructure and support. Intersections between research orientations, education strategies and technology affordances will be explored as triggers for transformation in a ‘triple helix’ model of change, through examining their capacity for initiating ‘optimum disruption’ to facilitate student-centred learning, role transitions, and organisational change. We share the findings of ‘our story’ of change to harness the positive utility of these triggers for transformation through deploying strategies for negotiating complexity, including the requirement for a shared vision, a robust team approach, the need for ongoing horizon scanning and application of soft skills (e.g. active listening, timely communication) necessary in order to build student confidence, academic partnerships, and facilitate organisational dexterity and resilience in the face of barriers to change

The impact of the flipped classroom in a principles of microeconomics course : evidence from a quasi-experiment with two flipped classroom designs

This study uses a quasi-experimental, non-equivalent group design to analyze the outcomes in terms of students' learning and satisfaction of the redesign of a first-year, principles of micro-economics course from a lecture-based course using active learning techniques in 2013 to a partial flipped classroom in 2014 and a full flipped classroom in 2015. Students perceived a higher degree of achievement of the learning goals in both flipped courses compared to the non-flipped active learning course. Moreover, participating in the partial or full flipped classroom decreased the odds of a D or F grade or of withdraw. However, only the partial flip was associated with overall better learning outcomes in the final exam, while there was no statistically significant difference between the non-flipped active learning course and the full flip. Age was negatively associated with learning outcomes and increased the odds of a D or F grade or of withdraw. Gender had no statistically significant impact on learning outcomes. Students were least satisfied with the full flip and equally satisfied with the non-flipped active learning course and the partial flip. Lower satisfaction appears to be due to increased workload, which students evaluated to be highest in the full flip, aswell as to elements of groupwork design. In the flipped classroom design, the pre-class multiple choice tests on Moodle emerged as a clear favorite in students' teaching evaluations.Peer reviewe

Faux-Flipping a Supportive Housing Training: Lessons from Pandemic Adaptations

Following March 2020 coronavirus closures, the Community Support Services training initiative for supportive housing providers transitioned to fully remote learning. Training remotely, the trainers developed a faux-flipped model of midtraining interactive video lectures alongside videoconferencing with time for active learning through interactions and activities. There were benefits to training remotely using a faux-flipped model, including increased participation, training retention, and self-evaluated knowledge. After improved training results, the faux-flipped recorded video lectures will remain in future training. The coauthors suggest additional research to elaborate the faux-flipped model and assess its impact on learning and engagement

Investigating Flipped Learning: Post-Secondary Student Self-Regulated Learning, Perceptions, And Achievement

The flipped classroom is a current educational model that is gaining popularity at the post-secondary level. In a flipped classroom, content (i.e., lectures), which is normally delivered in-class, is assigned as homework in the form of video lectures, and assignments that were traditionally assigned as homework, are done as learning activities in class. It was hypothesized that the effectiveness of the flipped model hinges on a student’s desire and ability to adopt a self-directed learning style. The purpose of this study was two-fold; it aimed examining the relationship between two variables—students’ perceptions of the flipped model and their SRL behaviors—and the impact that these variables have on achievement in a flipped class, as well as exploring the effect of the flipped experience on SRL strategy use and achievement. To date, there is very little empirical data that supports this model of instruction, and so this study adds important details to a very limited body of knowledge on post-secondary flipped courses. The study was divided into two sections: (a) Study 1 was a correlational study with 76 participants from a flipped introductory biology course, and (b) Study 2 was a quasi-experimental study with participants from two sections of an introductory psychology course, in which one section was taught traditionally (n = 45) and the other section was flipped (n = 27). Both studies utilized a cross-sectional survey asking them about their self-regulated learning (SRL) strategy use (all three groups) and perceptions of the flipped model (flipped biology group only). SRL strategy use was measured using modified versions of the Motivated Strategies for Learning Questionnaire (MSLQ; Wolters et al., 2005), an established SRL scale, while the flipped perceptions survey was derived from a variety of previously published surveys. Student letter grades for their respective courses were also collected as a measure of achievement. The results of Study 1 supported several hypothesized relationships among the study variables. Through regression analysis it was found that student perceptions of the flipped model positively predict students’ use of several types of SRL strategies. However, the data did not indicate a relationship between student perceptions and achievement, neither directly nor indirectly, through SRL strategy use. In Study 2 the results of a series of independent samples t-tests failed to demonstrate any significant differences in SRL use or achievement between the two sections. This study has implications for both research and practice. The limited body of empirical knowledge on flipped classrooms has been expanded to include a theoretical framework on which to build the flipped model. Results suggest that flipped classrooms demonstrate their successes in the active learning sessions where students are able to build 21st century skills by way of constructivist teaching methods. Video lectures hold an important role in flipped classes, however, students may need to practice SRL skills to become more self-directed and effectively learn from them. This may be possible through instructor coaching and modeling of SRL strategies

The Implementation of Flipped Classroom Teaching Mode in Basic English Teaching for Tibetan College Students

For Tibetan college students to learn English, code-switching hinders them because Tibetan, Chinese, as well as English, form a trilingual environment for language learning. To improve such situation, this article studies the implementation of flipped classroom mode which can innovate the traditional teaching mode by fully highlighting the students’ subjectivity as well as stimulating the students’ initiative and enthusiasm

Flipping the Feedback: Formative Assessment in a Flipped Freshman Circuits Class

This paper describes the application of formative assessment methods in a flipped freshman engineering circuits course. This student-centered approach provided value for the instructor seeking to improve the learning environment and content in real-time, and for the students who actively participated in the process of course improvement. Three types of assessment were used in this course: online formative course feedback every three weeks; weekly ‘muddiest point’ content feedback; and midterm exam scores. Data were assessed using a mixed-methods approach. The formative feedback from this course provided information on how students perceived the flipped classroom and how those perceptions changed across the semester. This approach provided a low-effort strategy for incorporating the student voice for teaching and learning improvement. Although the intended assessment outcome was real-time improvement of the course, an unintended outcome of incorporating student voices and reflection during the course process was realized. Student acceptance of the flipped class increased as the semester progressed, and they placed high value on in-class active learning, the ability to re-visit the online lectures, and having a professor who valued their feedback and suggestions for course improvement. The majority of students also faced time management challenges that extended beyond this specific class

Flipped small group classes and peer marking: incentives, student participation and performance in a quasi-experimental approach

This paper proposes a new way of flipping small group classes in quantitative courses by active reading and peer marking using the virtual learning environment. We aim to engage students in the learning material by attempting a problem followed by peer marking based on some given solution guideline before they are exposed to another similar problem to solve during the small group classes. We design a quasi-experiment to evaluate the effect of peer marking by introducing an incentive in one such problem set and not in the other. The solution to the class problem is to act as the ‘incentive’, to be released only to the participants of the peer assessment. Using the data of two units from two UK universities and ‘incentives’ as instrumental variables to participation, our quantitative findings reveal the effect of participating in one more peer marking as a 3% increase in final marks on average. The qualitative analysis based on focus group discussions shows that the process increases student engagement, satisfaction, confidence and overall learning responsibility. The challenges often lie to establish a clear understanding of the purpose and the process of peer marking to ensure student buy-in to the system