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One shocking fact about Flipped Learning-and why it matters


New report touts Flipped Learning; but are colleges really on board?

flippedresizedNew results from a national survey reveal just how popular Flipped Learning has become. But with all of the hype on this teaching and learning style that’s grown in practice at an accelerated rate over the last two years, are colleges and universities really seeing results?

According to the recently released 2013 Speak Up National Research Project findings, Flipped Learning—defined in the survey as using lecture videos as homework while using class time for more in-depth learning such as discussions, projects, experiments, and to provide personalized coaching to individual students—is surpassing all other digital trends, including mobile apps and technology…at least, that is, in K-12.

But is higher education as enthusiastic? And if not, why?

The answer is: They will be, thanks to a new definition and new body of research.

(Next page: Flipped Learning gets a new definition)

Flipped Learning hasn’t been as divisive as many other education technology trends in recent history, such as MOOCS, but there are still many arguments from skeptics against what they say is a new label on an old teaching style.

“One thing that’s been lacking has been a consensus on what the flipped classroom actually is,” said Robert Talbert, a mathematician, educator at Grand Valley State University, and frequent contributor to The Chronicle of Higher Education. “If a professor assigns readings to do before class and then holds discussions in class, is that ‘the flipped classroom?’”

The Flipped Learning Network (FLN), founded by the two teachers who developed the flipped learning method, recently released a new definition of Flipped Learning, which they say is different from the flipped classroom, and the two definitions can’t be interchanged.

“Flipping a class can, but does not necessarily, lead to Flipped Learning,” said Aaron Sams and Jon Bergmann, founders of Flipped Learning. “Many teachers may already flip their classes by having students read text outside of class, watch supplemental videos, or solve additional problems, but to engage in Flipped Learning, teachers must incorporate the following four pillars into their practice:”

F: Flexible Environment- Students are allowed a variety of modes of learning and assessment.

L: Learning Culture- Student-centered inquiry rather than instructor-centered lecture.

I: Intentional Content- Placing content in the most appropriate context, such as direct instruction prior to class for individual use, video that’s accessible to all, et cetera.

P: Professional Educator- A reflective, accessible, and collaborative educator that’s also a lifelong learner.

A full list of the description of these pillars, as well as an educator checklist can be found here.

What these pillars prove, explained Talbert, is that “just because you’ve been giving reading assignments outside of class and holding discussion in class doesn’t mean you’ve ‘always been flipping the classroom.’

Talbert also noted that the pillars focus on student learning and not on course design, which many instructors often pay too much attention to.

“I do think the definition in this document should say something about the eventual goals of flipped learning,” he concluded in the Chronicle interview. “What kind of students do we want to create through their experiences with Flipped Learning?”

He explained that, ideally, Flipped Learning should create a self-regulated learner, or a generation of learners who are “confident problem-solvers who have the abilities and the desire to learn new things on their own, throughout their lives.”

(Next page: What research is saying)

Another big criticism on Flipped Learning in higher education is the ‘lack of bibliography,’ or the lack of what academics say is a body of research on the method’s effectiveness.

Last year, Harvey Mudd College released its “preliminary” first-year study, saying that the College hadn’t yet discovered any improvements in student learning outcomes, but that it was still in its developmental stage.

The study’s instructors also noted that the extensive time needed to record videos, shorten lectures and redesign the class was exhaustive, and some students complained that the course material was too challenging, especially with a shaky internet connection.

“Change is a process,” says Bergmann. “By year three it’s culture.”

As a group of instructors, the FLN recognized a need for research-based practices, and recently released a collection of higher education case studies in collaboration with Pearson.

After presenting case studies from the University of Washington, University of British Columbia, and the University of Michigan at Ann Arbor, as well as conducting research from dozens of articles on Flipped Learning in higher-ed, the paper lists both the top motivations for faculty to flip their courses, as well as the most common challenges faced.

According to the report, the top motivations for faculty in implementing Flipped Learning are: Improving students’ critical thinking and professional skills, increasing student participation and motivation, and improving students’ team-based skills and peer-to-peer interaction.

The main challenges to implementation include: Course redesign, faculty workload, student buy-in, and student evaluations.

According to the report, Flipped Learning is helping educators to reach their main goals across multiple colleges and universities.

For more on the goals and challenges of Flipped Learning in higher-ed, read FLN and Pearson’s report.

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