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Question: TO FLIP OR NOT TO FLIP YOUR CLASSROOM
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Introduction
The traditional system of teaching and learning where the teachers spend 90 percent of the time to lecture as the students listen and take notes and sometimes get an assignment has come under critical scrutiny from a section of educators, policy makers, parents and event students. According to Gojak (2012, para. 1), “Whenever a different strategy comes along, educators wonder about its potential, including for the latest addition--the flipped classroom.”
Flipping the classroom has emerged as one of the alternatives to the above challenge. Flip the classroom is a system where the students are given tasks to take home. The students then do a presentation during the classroom hours by sharing their findings. Therefore the focus is the shift from teachers giving lectures to students’ engagement. Some define this method as using videos to do the assignment. I think flipping the classroom is more than just using a video. It is engaging and empowering our students to utilize their ability to learn and understand without boundaries. It takes a couple of days for students to complete the cycle. The instructor presents the topic and engages the students in the classroom. A follow-up of a group or individual video and other multimedia activities are carried on by the students. The next day is spent discussing their findings and sometimes a follow-up assignment is called (Saltman, 2011). According to Hennick (1999), flipping the classroom is more about focusing and spending time with students and less time lecturing them.
The teachers are responsible for providing the instructional videos. This can be prepared wholly or partially by the teacher. They may also use already available quality and relevant videos such as those on Youtube as a reference point for the students. There are other professional sources that teachers may acquire like needed training and skills to be able to produce quality videos. They may also collaborate with other teachers across the globe to produce such videos. Some teachers even engage their class in producing such videos.
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Challenges
As much as some educators believe in flipping the classroom, there are some that find it difficult to accept it as an effective teaching and learning method. Poor quality videos, too much time spent on school work, the cost involve, and the lack of resources are some of the concerns expressed by these educators.
The majority of our teachers may not have the required skills in capturing, editing and delivering quality and relevant video to be used in flipping the classroom. Teachers are therefore forced to learn new skills which may be perfected over a long period. For this reason, some of the teachers are unwilling to learn the new skills and those that do learn it, has the initial challenge of not being able to produce quality and relevant videos.
Students are required to spend too much time on one topic or subject. They have to spend time at home viewing videos which can be time-consuming. If each subject teacher gives them videos to view, you can imagine how much time they have to spend on all these. It becomes overwhelming for both the students and their teachers. After a long day of school, students will need a down time to rest, play and engage in other family activities. This can be more challenging for younger students in k-12.
The challenge of lack of resources applies to both the teacher and the students. For the teacher, have to have a camcorder and other editing tools to produce such videos. The students need access to a computer and internet access to browse. With multiple students in a family, sharing one computer can be a nightmare for the parents.
According to Morsund & Ricketts, (2012), using the appropriate video for the right stage and taking students learning style into consideration can be a huge challenge. Videos may be too universal and therefore not relevant to individual students. This will defeat the purpose of teaching and learning. Some educators also believe we have "Types including tutorials, skill builders with drill and practice, comprehensive courseware, test prep, problem-solving challenges, simulations and visualisation tools, and serious educational games (Schneiderman, 2006)”
Benefits
Notwithstanding the above challenges, proponents of flipping the classroom have stated some of its many benefits. One of the benefits is more student-focused learning process and teamwork. According to Saltman (2011), flipping the classroom has “indicated fewer failures, better discipline, increase in homework completion, and more students reaching proficiency”.
According to national polls, the adoption of this method had shown a better performance in students as compared to the past when other methods were used. Though some stakeholders question these findings, supporters still credit the success to flipping the classroom. "Early data suggest significant increases in student learning and achievement when flipping compared to baseline data on the same courses taught in the traditional classroom lecture mode, using the same assessments”(Fulton, 2012).
Students are not able to complete their homework. There is an increase in completion of homework as the students will need to present their findings after reviewing the videos. Also, they get involve in the discussion of the topic which prepares them to complete such homework. This practice will enhance their performance in school.
Student becomes highly disciplined by committing to the courses. They are involved from the initial introduction, through the viewing of the videos and later discussing their findings and doing a follow-up assignment where necessary.
Though opponents claim this system puts too much burden on students, teachers give students what they can handle as described in the curriculum as per their capability. Just like the other methods, assignments are given based on the topic. It is much easier for students to watch a video for about an hour long as compared to watching three or more hours of non-educative television or internet streaming. With the question of not having access to internet or computer, most students currently own a smartphone or tablet. These mobile devices provide quality videos just like using a desk or laptop. Parents need not worry about multiple children sharing the same computer. It is also cost effective since students do not have to pay extra for using their mobile devices for both watching videos and talking on the phone.
When it comes to teachers not having the needed skills to produce quality and relevant videos, this is not true. There are several resources for free or at a minimal cost that they can tap into. According to Deubel (2010), Cam Studio, Educretions and Jing are some of the free access portals that have resources for educators to achieve flipping the classroom
Conclusion
Flipping the classroom is not for every educator or students. There are various factors to be considered in order to achieve the main objective of teaching and learning. Educators need to prepare the topic as prescribed in the curriculum and ensure that the students will be benefitted from the topic. Flipping is just the method of delivery. It is not the main objective of the topic. Resources should, therefore, be allocated accordingly. Teachers and students need not spend all or most of their instructional time and resources on the videos. As stated by Deubel(2003)” A decision as to whether or not flipped instruction is appropriate should be made in the last stage”. According to Palloff (2014), this system is not new but a build up of the hybrid system. So learning this should not be a whole new method. Committing to it and following through by the stakeholders is rather important. The benefits of the blended system can now be advanced. In order to get the best out of the system both the traditional face to face and flipping the classroom has to be combined (Albrecht, 2006; Bonk & Graham, 2006; Bourne & Seaman, 2005; Garrison & Vaughan, 2008; Marquis, 2004).
I will recommend the use of flipping the classroom but it must be done in stages over a considerable period of time. The teachers must be provided with the needed training to ensure that they are able to provide a relevant and quality work. Teachers must be open to learning and using this method to deliver to their students. Any form of mandating or forcing teachers to flip their classrooms may result in poor and irrelevant work. Further, there is a need for the students to be bought into this system. If the students like their teachers, fail to buy into it poor student performance and loss of all other benefits that are associated with flipping the classroom will be seen. According to Swisher ( 2007)". Redundancies, unnecessary sounds, and unsupportive graphic elements detract from learners' cognitive processing”It is obvious that the benefits outweigh the challenges. But this is not for everyone. The decision must be made on individual basis. Proper planning is needed, and ongoing review must be part of the process. Faculty and students orientation plus honest feedback is required. The system should be run in line with the curriculum and the goals and objectives of each topic. According to Bergmann and Sams(2012)” Leaders of the flipped classroom movement say each teacher will have a different experience,
but securing school leadership support, time, and IT resources will be important to every effort.” This requires teamwork. It is not a one man show. Collaboration and networking bring out the best in all the teachers, which benefits the students tremendously.
According to Fulton (2012), the reason to either flip or not may be financial as seen in the case of Byron School District in Minnesota back in 2009. It is cheaper, in the long run, to use technology through flipping the system. It is easy to share one video posted online than the cost of textbooks for thirty or more students in a class. The debate will continue depending on individual experience and perception. Like any method, some will appreciate the change, with others fighting against it. And there will be those that will remain neutral and go with the majority flow.
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Albrecht, B. (2006). Enriching student experience through hybrid learning. Educause Center for Applied Research, Research Bulletin, Volume 2006 (12).
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Allen, I., & Seaman, J. (2005). Growing by degrees: Online education in the United States. Wellesley, MA: Sloan Consortium.
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Bonk, C. J., & Graham, C. R. (Eds.). (2006). Handbook of blended learning: Global perspective, local designs. San Francisco: Pfeiffer.
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Bourne, K. & Seaman, J. (2005). Sloan-C Special Survey Report: A Look at Blended
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Center for Teaching and Learning at UT Austin (n.d.), What is the flipped classroom? https://ctl.utexas.edu/teaching/flipping_a_class/what_is_flipped
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Deubel, P. (2003). An investigation of behaviorist and cognitive approaches to instructional multimedia design. Journal of Educational Multimedia and Hypermedia,12(1), 63-90. Retrieved from http://www.ct4me.net/....
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Deubel, P. (2010, September 15). Are we ready for testing under common core state standards? T.H.E. Journal. Retrieved from http://thejournal.com/....
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Fall 2014; 124, 2; ProQuest
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Garrison, D.R. & Vaughn, N.D. (2008). Blended learning in higher education: Framework, principles, and guidelines. San Francisco, CA: Wiley.
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Gojak, L. M. (2012, October 3). To flip or not to flip: That is not the question! NCTM Summing Up. Retrieved from http://www.nctm.org/....
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Hennick, Calvin (1999); FLIP YOUR CLASSROOM
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Jonathan Bergmann and Aaron Sams(2012) Before you fl ip, consider this
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Kathleen Fulton (2012)Upside Down and Inside Out: Flip Your Classroom to Improve Student Learning
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Learning.
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Marquis, C. (2004). WebCT survey discovers a blend of online learning and classroom-based teaching is the most effective form of learning today. Retrieved from [http://www.webct.com/service/ViewContent?contentID=19295938].
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Morsund, D., & Ricketts, D. (2012). Math maturity. In IAE-pedia [Information Aged Education wiki]. Retrieved from http://iae-pedia.org/....
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Rena M. Palloff, PhD, LCSW(2014) Can they flip? Teaching Instructors to Flip the Classroom through a Flipped Approach
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Saltman, D. (2011). Flipping for beginners: Inside the new classroom craze. Harvard Education Letter Tech Talk Series, 27(6). Retrieved from http://www.hepg.org/....
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Schneiderman, M. (2006, November 6). Software & Information Industry Association: Written testimony of Mark Schneiderman before the U.S. Department of Education's national math panel. Palo Alto, CA. Retrieved from http://www.siia.net/....
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Swisher, D. (2007). Does multimedia truly enhance learning? Moving beyond the visual media bandwagon toward instructional effectiveness. Retrieved from http://www.academia.edu/....
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