Transitioning to Flipped Classroom - an experience report

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Blending Learning: The Evolution of Online and Face-to-Face Education from 20082015

In 2008, iNACOL produced a series of papers documenting promising practices identified throughout the field of K–12 online learning. Since then, we have witnessed a tremendous acceleration of transformative policy and practice driving personalized learning in the K–12 education space. State, district, school, and classroom leaders recognize that the ultimate potential for blended and online learning lies in the opportunity to transform the education system and enable higher levels of learning through competency-based approaches.iNACOL's core work adds significant value to the field by providing a powerful practitioner voice in policy advocacy, communications, and in the creation of resources and best practices to enable transformational change in K–12 education.We worked with leaders throughout the field to update these resources for a new generation of pioneers working towards the creation of student-centered learning environments.This refreshed series, Promising Practices in Blended and Online Learning, explores some of the approaches developed by practitioners and policymakers in response to key issues in K–12 education, including:Blended Learning: The Evolution of Online and Face-to-Face Education from 2008-2015;Using Blended and Online Learning for Credit Recovery and At-Risk Students;Oversight and Management of Blended and Online Programs: Ensuring Quality and Accountability; andFunding and Legislation for Blended and Online Education.Personalized learning environments provide the very best educational opportunities and personalized pathways for all students, with highly qualified teachers delivering world-class instruction using innovative digital resources and content. Through this series of white papers, we are pleased to share the promising practices in K–12 blended, online, and competency education transforming teaching and learning today

Student-Centered Learning Opportunities For Adolescent English Learners In Flipped Classrooms

This study documents opportunities for diverse adolescent English learners to deeply engage with content and language in flipped learning environments. Through a linked description of teaching practices and student learning experiences in an urban New England high school, the study attempts to understand the potential of flipped instruction in preparing a traditionally underserved population for post-secondary education. Our research partner Patriot High School (PHS) is one of the New England schools implementing flipped learning. PHS represents a typical secondary school context for adolescent English learners: More than half of students speak a language other than English at home and the majority of students are from minority and low-income homes (Massachusetts Department of Elementary and Secondary Education, 2014). PHS is also an urban school committed to implementing student-centered learning strategies to meet the needs of its diverse students

English as a Second Language Teachers\u27 Lived Experience of Transitioning from Remote Learning to the Traditional Classroom Setting: A Phenomenological Study

The purpose of this phenomenological study is to describe the experiences of ESL teachers who transitioned from remote learning back to the traditional classroom setting post-Covid at community colleges in upstate New York. The theory that will be guiding and directing this study will be the constructivist theory. The focus will be on understanding how English as a second language teachers adapt from the distance learning setting implemented during the COVID-19 pandemic back to the brick-and-mortar classroom. In addition, the study will attempt to understand how the behavior of ESL teachers is reflected in the changing teaching environment. The constructivist theory of learning was developed by the educational theorist Jean Piaget and relates to the study in that, according to constructivists, a teacher should ensure online instruction includes activities where students can contextualize information and engage with the learners while completing online tasks. The central research question seeks to describe the lived experiences of ESL teachers when transitioning from remote learning to the traditional classroom. This study will employ a transcendental phenomenological approach and use individual interviews, a focus group, and journal prompts to gather data to address the research questions. Data will be analyzed utilizing Moustakas’ (1994) phenomenological reduction with horizontalization in order to develop themes to represent the essence of the phenomenon. Three major themes emerged from the study: Challenges in Transitioning to the Online Environment, Improved Learning and Teaching Skills, and Challenges in Returning to Traditional Learning. Significant findings indicated that the online learning environment had influenced pedagogical strategies, with notable elements potentially enriching face-to-face instruction upon transition

The Pedagogical Impact of Secondary Science Teacher Efficacy on Blended Learning Implementation: A Phenomenological Study

As new pedagogical approaches, such as blended learning, are implemented in classrooms, it is important to properly prepare the teachers to ensure fidelity of implementation. The descriptive phenomenological study examined the influence of secondary science teacher efficacy on overcoming obstacles and sustaining the Blended Learning pedagogical approach at a high school in the southern United States. Using purposeful sampling based on specific criteria nine teachers were selected to participate in the study. Through two interviews and a focus group, the researcher collected data based on the participants’ shared experience of implementing the flipped classroom instructional model. The data was themed according to the four sources of teacher efficacy: mastery experiences, vicarious experiences, verbal persuasion, and emotional arousal. The results suggest that teacher efficacy does influence the implementation of the Blended Learning pedagogical approach. Key findings from this study include teachers need time to plan for the transition, teachers need time to implement the pedagogical approach with support, teachers need support and coaching from school leaders, and teachers need time to collaborate to build collective teacher efficacy. The results of this study are significant to as it supports the importance of providing teachers with time to plan and implement the pedagogical approach to fidelity and understanding the role of teacher efficacy. As Blended Learning becomes more commonplace in the secondary science classroom, stakeholders need to understand how to support teachers throughout implementation

The use of peer instruction and flipped learning to support flexible blended learning during and after the COVID-19 Pandemic

This article provides an overview of peer instruction and flipped learning, two active learning approaches, in the context of learning and teaching in higher education and illustrates their relevance during the COVID-19 pandemic. Peer instruction and flipped learning should be considered when designing for flexible learning. These approaches can stimulate learning and create seamless active engagement in fully online and blended settings even when switching between these modes becomes necessary due to developments in this pandemic. This transitioning between fully online and blended, as and when required, is something that is of high importance during these challenging times, especially for campus-based universities as they are keen to secure the smooth running of their programmes under difficult circumstances. This article provides practical advice for course designers, module and programme leaders on how they can utilise peer instruction or flipped learning to maximise student engagement and learning

A South Texas Elementary School’s Transition to a Constructivist Blended Learning Model of Instruction in Math: Perceptions of Students and Parents

This exploratory transcendental phenomenological study delved into the perceptions of selected South Texas public elementary school parents and students as they transitioned from traditional math practices to a personalized pedagogy which incorporated the constructivist model of instruction—blended learning. This study focused on fourth and fifth grade students engaged in the transition to blended learning for a minimum of two years and their parents. The exclusion and inclusion parent and student survey data facilitated the selection and organization of participants into focus group interviews, which aligned with a purposive sampling (Rubin & Rubin, 2012a; Mills & Gay, 2016; Creswell, 2013). Along with the rich descriptions elicited from stakeholders, campus and student demographic data and anecdotal blended learning artifacts were analyzed to develop an accurate campus context and ensure clarity of participants’ descriptions and the triangulation of common themes (Creswell, 2013; Mills & Gay, 2016). Three predominant themes surfaced from the detailed descriptions amongst parents and students about the transition to blended learning and the impact on the school culture: positive perceptions, negative perceptions, recommendations (Guest et al., 2012a). This qualitative study supported many of the positive perceptions described by post-secondary students engaged in a blended learning instructional format such as the development of student agency, increased student engagement, and the personalization of instruction. In addition, there was alignment with negative concerns including the lack of face-to-face instructional support, preparedness for student ownership of learning, and parents’ preparedness and understanding of the expectations for students and parents. While the positive perceptions outweighed the negative concerns about the transition to blended learning, the negative themes related to school culture delineated the valuable role and insight of parents, importance of obtaining buy-in, and the necessity for opens lines of communication. Furthermore, this qualitative data filled a gap in research—the perceptions of elementary students and their parents engaged in the transition to blended learning

Closing the Loop: Building Synergy for Learning through a Professional Development MOOC about Flipped Teaching

This case study describes how a MOOC, funded through an NSF grant, was used to create and assess faculty professional development. The MOOC, designed and developed using a backward design process, guided participants through an online project-based learning experience that integrated learning about the flipped classroom and about how to flip a classroom as the participants designed flipped teaching materials. The course structure involved an introduction to flipped teaching and learning content, experimented with flipped ideas and concepts, and emphasized reflection and sharing of experiences with peers. Although mentoring faculty in flipped pedagogical design was the primary MOOC goal, the project also provided insights about assessing the MOOC and the personal learning experiences of MOOC participants. MOOC developers concluded that, depending on the purpose of the MOOC, course designers and instructors may need to rethink what they are assessing, and broaden their perspectives regarding how to assess what is important. Closing the assessment loop and monitoring continuous improvement may be alternative strategies for assessing learning, boosting MOOC effectiveness, and documenting conceptual change

The integration and evaluation of a social-media facilitated journal club to enhance the student learning experience of evidence-based practice: A case study

© 2016 Elsevier Ltd Introduction Nurses are required to interpret and apply knowledge so communities will receive care based on best available evidence, as opposed to care that is simply based on tradition or authority. Fostering nursing students' critical appraisal skills will assist in their capacity to engage with, interpret and use best evidence. Journal clubs are frequently used approach to engage learners with research and develop critical appraisal skills. Given new flipped and blended approaches to teaching and learning there is need to rejuvenate how research is utilised and integrated within journal clubs to maximise engagement and translation of evidence. Purpose This paper provides a case study of a single site Australian university experience of transitioning a traditional physical journal club, to a social media-facilitated club within a postgraduate health subject to stimulate and facilitate engagement with the chosen manuscripts. Data Sources This case study is based on our own experiences, supported by literature and includes qualitative comments obtained via student feedback surveys during November 2015. Design Case study. Implications for Nursing and Conclusion Social media-facilitated journal clubs offer an efficient way to continue developing critical appraisal skills in nursing students. The integration of a social media-facilitated journal clubs increased student attention, engagement with presented activities and overall student satisfaction within this evidence-based practice subject. Future rigorously-designed, large-scale studies are required to evaluate the impact of online journal clubs on the uptake of evidence-based practice, including those resulting in improved patient outcomes