A GLIMPSE OF FLIPPED CLASSROOM

Izzati Rozman

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TABLE OF CONTENTS

Title

Page

Table of Contents

i

1.0) INTRODUCTION

1.1) Definition of Flipped

Classroom…………………………………………………………..1

1.2) Theoretical Framework on Flipped Classroom…………………….

…………………2

1.3) History of Flipped Classroom ……………………………..………………………………2

2.0) THE MODEL OF FLIPPED CLASSROOM

2.1) Reasons & Purposes for Using Flipped Classroom

………………………..………3

2.2) Ways of Flipping the Classroom ………………………………………………………….3

2.3) Application & Sites to Create Videos and Screen

Casting…………………….…5

3.0) CHALLENGE AND OPPORTUNITIES

3.1) Advantages of Flipped Classroom ……………………………………….………………6

3.2) Disadvantages of Flipped Classroom…………………………………..………………

7

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3.3) Ways to Counteract the Disadvantages ………………………………………………

9

4.0) CONCLUSION………………………………….……………………………………………….….……10

5.0) RECOMMENDATION………………………………………………………………….……………….10

6.0) REFERENCES ……………………………………………………………………………………………11

7.0) APPENDIXES………………………………………………………………………….…….……………12

1.0) INTRODUCTION

For years, teachers have playing the role of “sage on the

stage” imparting their wisdom during allotted class time and

sending the student with work to home in order to reinforce

learned concepts with minimal support. Information, once acquired

will remains unchanged and this model does little to effectively

prepare the students for a future. While success normally relies

on one’s ability to “think independently, solve unexpected

problems and deal with complex issues”, (Shimamoto, 2013),

traditional method of learning and teaching in contrast was only

a one-way communication process that did little to promote social

interaction and encourage critical thought. Passive by nature,

traditional or transmittal model assumes students as an empty

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vessel into which knowledge is poured (Shimamoto, 2013, p. 1),

but not until the wave of flipped classroom model turn over the

concept of traditional approach.

The notion of a flipped classroom dwell more on the new

concept of active learning, student involvement, hybrid course

design, and course podcasting whereby a complete pedagogical

model in which the typical lecture and homework elements of a

course are reversed. During class sessions, instructors mainly

function as coaches or advisors in the attempt to encouraging

students in individual inquisition and mutual endeavor. The

significance of a flipped class is in the repurposing of class

time into a workshop where “students can inquire about lecture

content, test their skills in applying knowledge, and interact

with one another in hands-on activities” (EDUCAUSE, 2012).

1.1) Definition of Flipped Classroom

According to Lage et. Al (2000), inverting the classroom

denote the “events that have traditionally taken place inside the

classroom now take place outside the classroom and vice versa”,

as cited in (Shimamoto, 2013, p. 32). Some other researchers

defined flipped classroom as the inversion to the traditional

teaching method where the homework are moving into the classroom

while the online instruction are carried out outside the class.

While the traditional Flipped Classroom definition would largely

suggest such the approach in such a view, the truth is not every

Flipped classroom is assigned to be operated in that way. Please

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refer Table 1 and 2 in Appendixes for further information about

the theoretical model for flipped classroom’s definition.

1.2) Theoretical Framework on Flipped Classroom

Theoretical foundations of flipped classroom basically

evolved on the concept of eliminating the lectures during the

classroom times which is largely based on the student-centered

learning approach theories by Piaget 1967 and Vygotsky in 1978.

In the attempt of tracing back the lineage of the developmental

relationship and progression of the flipped classroom theories,

the study of Psycho-Educational Origins of Student-Centered

Learning Theories might be beneficial in further understanding

the concept (Bishop, 2013, p. 9). Please refer to Figure 3 in the

appendix section for further references.

Apart of the historical development relationship accounted

in the theories, it is also possible to develop a diagram that

shows complex relationship between the groups of the theories as

shown n Figure 4. Please refer to Figure 4 in the Appendix

Section for further details. While learning styles serves as a

justification for differentiated learning activities, it is

important to note that it does not necessarily provide a

framework for how these activities should be structured. This

might be account for the reasons why learning styles do not

appear in Figure 4.

1.3) History of Flipped Classroom

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Tracing back the history of the flipped classroom approach,

Jonathan Bergmann and Aaron Sams are among the first educator to

“invert” their classrooms. The reasons provided would be the lack

of understanding problem faced by the student as they want the

teacher to answer their question and help with the difficult

subject. Every student would require different level of support

during the teaching and learning process and flipping the

classroom which involves peer discussion and analytical problem

solving activities would be the most reasonable method for the

students to achieve greater understanding o the proposed subject

(Education Partnership, 2012).

2.0) THE MODEL OF FLIPPED CLASSROOM

2.1) Reasons & Purposes for Using Flipped Classroom

It’s very easy to align the purpose of having the classroom

flipped since educators have long acknowledged the need for

hands-on learning to promote solid skills acquisition by

students. Such active learning aspect presents in the flipped

classroom method supported students’ varied learning styles by

incorporating multimedia components such as printed, audio,

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video, animation, graphic and text elements as the primer medium

in conveying the message on the respective subject. According to

the studies by Davis, Neary & Vaughn (2012), by incorporating

such interactive method, students are having an open chance “to

replay and reread content, a feature they appreciated—

particularly those with English as a second language” (Davis,

Neary, & Vaughn, 2012, p. 13).

The second purpose of using this approach would be the

instant feedback received by the student in the classroom while

teacher have extra time in managing the student’s problem while

explaining the difficult concept. This situation able to prevent

student’s frustration because working out all the problem inside

the classroom accompanied by the teacher guidance would be the

greatest supports a student would have especially those who are

not familiar with the technology having the teacher facilitating

the whole process.

2.2) Ways of Flipping the Classroom

There is no single model officially tailored for the flipped

classroom. In general, the term is widely used to describe an

approach represents a comprehensive change in the class dynamic

that provides prerecorded lectures followed by in-class

exercises. In one common model of flipped classroom, the students

are required to watch multiple prerecorded lectures on the

respective subject. The duration of the video usually range from

5-7 minutes each. Upon entering the class, some activities will

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be conducted by the instructor of the subject. One thing to

stress here, the type of activities conducted for each group of

student would be differ to one another depending on the choice

made by the instructor. Instructors might lead in-class

discussions or turn the classroom into a studio where students

create, collaborate, and put into practice what they learned from

the lectures they view outside class.

After finishing all the activities, the student would be

given online quizzes that can be interspersed to test what

students have learned previously during the activity. As on-site

experts, instructors suggest various approaches, clarify content,

and monitor progress. This may help the instructor to measure the

effectiveness of the lecture as well as segments may help clarify

points of confusion faced by the students itself (EDUCAUSE,

2012). Below are the step by step instructions for the teacher/

lecturer/ instructor to flipping the classroom effectively as

reviewed by the (Davis, Neary, & Vaughn, 2012).

1. Creating the content

a. The pre-class content must be recorded prior to the

lecture s that the student able to view and watch it

first before coming to class. The content must be able

to replicates the whole content that the student would

received in the traditional classroom setting. The

basic process of making or narrated a video of the

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lecture can be performed using screen casting software

such as Jing, Snagit, or Camtasia.

2. Basic Editing

a. Some of the pre-recorded video might include some

psychological, physiological and maybe semantic

background noise for instance minor stumbles over

words, short pauses and mispronunciations perhaps. Once

finished with the recording, instructor must learn to

keep the video capture running and restate that portion

correctly. Then it was a relatively simple matter to go

back and cut out the original error using editing

software like Camtasia or a free download product such

as Avidemux.

3. Delivering the Video

a. The next step involved delivering the videos to the

students as well as uploading the video to YouTube and

sharing the link with the class. Instructor may also

utilize robust platform designed for flipped classroom

use. A class preparation document for example

associated questions for each video must contain an

exact links to the assigned YouTube videos. This will

enable student to complete and submit the task prior to

class. Other tools for flipping the classroom (for

example: SOPHIA) allow the instructor to not only share

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videos but also to incorporate quizzes, solicit

comments, and provide links to helpful resources.

Requiring students to watch the video(s), complete a

quiz, and either submit a comment or respond to a

classmate’s question ensures that they think critically

about the video content.

2.3) Application & Sites to Create Videos and Screen Casting

There are many online websites can be visited by the instructor

to view the sample of the pre-recorded video by the internet

users for example:

You Tube

Discovery Education

Brain Pop

Khan Academy

Learn Zillion

In order to create the video, here are the several suggested

application that can be used to produce pre-recorded video which

includes software, websites and application.

Software

o Camtasia Studio

o CamStudio

Website

o Screencast- O-Matic

Website and Application

o Edu Creations

o Show Me

o Voice Thread

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For the purpose of Screen Casting and Embedding the video, there

are several items that can be screen casted which is:

Power Points

Flipcharts

Word Documents

Activity on a Document Camera

3.0) CHALLENGE AND OPPORTUNITIES

3.1) Advantages of Flipped Classroom

It was hypothesized by several studies that students in the

computer applications class would benefit from the flipped method

due to the transitioning of class time from lower-level

activities to collaborative group work. This condition definitely

may enhance the effectiveness of the group’s workflow (Johnson &

Renne, 2012, p. 5).

According to Bishop (2013), the utilization of video and

other prerecorded media puts instructor under the circumstances

of being able to be controlled by the students: they can watch,

rewind, and fast-forward the video as needed. This may be of

particular value to students with accessibility concerns,

especially where captions are provided for those with hearing

impairments (Bishop, 2013). Meanwhile, collaborative projects

also able to encourage social interaction among students, making

it easier for them to learn from one another and for those of

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varying skill levels to support their peers. Bishop (2013) also

has listed several advantages tailored to meet the description in

the perspective of teachers and student. For the detailed

information, please refer to the Table 1 in the Appendix Section.

Besides increasing access to the instructor’s expertise and

enables better scalability of instructional resources to support

high-enrollment demand, the flipped classroom experience makes

optimal use of instructor and student time hence increased

classroom time to present content. By utilizing the method of

discussion for complex topics and work with students either

individually or in small groups, the allocated time spent to

answer basic and repetitive questions are able to be reduced

efficiently (Echo 360, 2012).

According to Davis, Neary and Vaughn (2012), they stated

that” another advantage to the flipped classroom model is that

students are more engaged since they spend the majority of class

time on hands-on legal research” (Davis, Neary, & Vaughn, 2012,

p. 16). It is undeniably advantageous for the student to have an

opportunity to collaborate, ask questions, and work on simulated

legal problems. If the problem happened to be faced by the

student, they would immediately get help by asking a group member

or the instructor about the problem. Since students reinforced

their own learning by helping peers either through group work or

by demonstrating skills to the entire class, the classroom

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preparation experience would be more extremely dynamic and

personal for those students.

Another studies lead by Herreid & Schiller (2012) comes out

with the list of the advantages a student or a instructor would

be benefitted from the flipped classroom approach. Among the list

of advantages would be:

1. Students able to move at their own pace

2. Doing “homework” in class gives teachers better insight into

student difficulties in resolving the problem and effective

learning styles and strategies

3. Teachers can more easily customize and update the curriculum

and provide it to students 24/7

4. Classroom time can be used more effectively and creatively

5. Teachers using the method report seeing increased levels of

student achievement, interest, and engagement

6. Learning theory supports the new approaches

7. The use of technology is flexible and appropriate for “21st

century learning.”

3.2) Disadvantages of Flipped Classroom

Given the advantages of flipped classroom model in today’s

classroom, there are also some disadvantages of this approach in

term of the extensive period of preparation for the materials as

well as in the context of the skill itself. It is widely

acknowledged that effective flip requires careful preparation.

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According to Bishop (2013), ‘Recording lectures requires

effort and time on the part of faculty, and out-of-class and in-

class elements must be carefully integrated for students”

(Bishop, 2013). This is to ensure student understands the model

and be motivated to prepare for class. As a result, introducing a

flip can mean additional work and may require new skills for the

instructor, although this learning curve could be mitigated by

entering the model slowly. On the other hand, students,have been

known to complain about the loss of face-to-face lectures,

particularly if they feel the assigned video lectures are

available to anyone online. Students with this perspective may

not immediately appreciate the value of the hands-on portion of

the model, wondering what their tuition brings them that they

could not have gotten by surfing the web (Bishop, 2013). Next

would be the disadvantages in term of the facilities provided by

the school or institution. Some schools make school computers

available for students after school or in the evening but find

that limited transportation can be a hurdle. Additionally, some

schools have found that when several teachers “flip” their

classrooms it results in students needing to spend a significant

portion of their out -of -school time watching the online

materials (Education Partnership, 2012) .

According to Davis, Neary & Vaughn (2012), since creating

video content for many classes was labor-intensive, those who not

familiar with screen casting software might find difficult to

utilized the model. Another drawback is that some of the videos

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that lecturers spent hours creating may have a short shelf life.

Videos for instance posted on finding statutes on WestlawNext,

Lexis Advance, Bloomberg Law, or Thomas may become dated quickly,

due to the changes in the online platform (Davis, Neary, &

Vaughn, 2012).Students also might find the flipped classroom

model unfamiliar and therefore uncomfortable if they are used to

more traditional lecture classes. Since flipped model requires

weekly preparation work, this can give the impression that the

course itself requires more work, even though the coursework is

just spread more evenly throughout the semester. Students also

are challenged in class to work with others in groups and to

present their findings on a regular basis, thus it may be not

favorable to the students whom not have encountered this

collaborative class environment previously in secondary or

primary school before (Davis, Neary, & Vaughn, 2012).

Aronson (2013) further listed four prominent disadvantaged

of having the classroom flipped throughout the semester. The four

disadvantages are; having to facilitate the course redesign ,

extra faculty workload, difficult student buy-in and average

student’s evaluation on instructor (Aronson, 2013).

3.3) Ways to Counteract the Disadvantages

Some typical problem faces in the classroom setting by any

lecturer would be the unprepared students. Students new to the

method may be initially resistant because it requires that they

do work at home and consequently, they may come unprepared to

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class to participate in the active learning phase of the course.

Faculty may solve this problem by giving a short quiz beforehand

e or by requiring homework that references information that can

only be obtained from the out-side reading or videos.

The second problem would be the homework must be carefully

tailored for the students in order to prepare them for the in-

class activities. For most teachers, videos are the method of

choice for delivering the out-of-class portion of the

instruction. However, in our survey, teachers said that finding

good quality videos is difficult. To solve this problem, faculty

may use videos produced by sources such as the Kahn Academy, Boz-

emanScience or they may are creating their own using software

programs like Camtasia, PaperShow, and ShowMe or apps on the iPad

like Educreations and Explain Everything.

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4.0) CONCLUSION

Before the flipped classrooms, there were auto-tutorials,

team learning, peer instruction, inquiry learning, Just-in-Time

Teaching, blended classrooms, hybrid courses, and POGIL (process-

oriented guided inquiry learning). Educators are forever

experimenting and innovating, hence the main central theme in all

of this activity is the idea that active learning works best.

Telling doesn’t work very well. Doing is the secret. Active

student engagement is necessary, and one of the best ways to get

it is to use stories that catch students’ interest and emotion.

5.0) RECOMENDATION

We suggest that in order to ensure the continuous progress

of this model in any classroom, perhaps future research on the

flipped classroom should employ controlled studies that

objectively examine student performance throughout a semester,

with both traditional and concept-inventory style problems.

Further, we recommend that researchers employing the flipped

classroom leverage the existing research and theoretical

frameworks to guide their use and design of in-class activities.

As a side note, we recommend that researchers clearly describe

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the activities used for both in-class and out-of-class

activities. The affordable state of recording technology and

ubiquity web-based dissemination tools often make research on the

flipped classroom both timely and cost-effective.

6.0) REFERENCES

BibliographyAronson, N. (2013). Flipped Learning in Higher Education. Australia: Pearson.

August, D., & Hakuta, K. (1997). Improving schooling for language-minority children: A research agenda. Washington. DC: National Academy Press.

Baker, C. (2011). Foundations of Bilingual Education and Bilingualism. MultilingualMatters.

Berns, M., Bot, K. d., & Hasebrink, U. (2007). In the Presence of English: Media and European Youth: Media and European Youth. Springer.

Bishop, J. L. (2013). The Flipped Classroom: A Survey of the Research.120th ASEE Annual Conference & Exposition (pp. 1-18). Atlanta: American Society for Engineering Education.

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Davis, L. E., Neary, M. A., & Vaughn, S. E. (2012). Teaching Advanced Legal Research in a Flipped Classroom. Perspectives: Teaching Legal Research and Writing , 13-19.

Echo 360. (2012). The Flipped Classroom: Increasing Instructional Effectiveness in Higher Education with Blended Learning Technology. Arkansas: Echo360’s.

Education Partnership. (2012). Research into Practice: Flipped Classroom. Michigan: EPI Inc.

EDUCAUSE. (2012, February). THINGS YOU SHOULD KNOW ABOUT: FLIPPED CLASSROOM. Educause Learning Initiative. Educause.

Hoosain, R., & Salili, F. (2005). Language in Multicultural Education. IAP.

Johnson, L. W., & Renne, J. D. (2012). Effect of Flipped Classroom Model on a Secondary Computer Application Course: Student and Teacher Perception, Question and Student Achievements. Louisville: Faculty of the College of Educationand Human Development of the University of Louisville .

Keyton, J. (2010). Communication and Organizational Culture: A Key to Understanding Work Experiences. SAGE.

Shimamoto, D. N. (2013). Implementing a Flipped Classroom: An Instructional Module. University of Hawaii Manoa. Honolulu, Hawaii, U.S.A: Department of Educational Technology.

7.0) APPENDIXES

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TABLE 1: Restricted Definition of the Flipped Classroom Approach.

FIGURE 2: General Model of Flipped Classroom

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FIGURE 3: Psycho-Educational Origins of Student-Centered LearningTheories

FIGURE 4: Venn diagram of Student-Centered Learning Theories &Approach

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TABLE 1: Bishop‘s Advantages of Flipped Classroom

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