Flipped learning, in which the lecture is moved to the online environment and class time is spent engaging in active forms of learning, is a relatively new pedagogy that has become increasingly popular over the last several years (Yarbro et al. 2014). The promise of the flipped classroom (also referred to as inverted classroom) has been touted in influential publications such as the New York Times (Fitzpatrick 2012; Rosenberg 2013), Science (Mazur 2009), and The Chronicle of Higher Education (Berrett 2012). Unfortunately, the rapid rise in popularity of this teaching technique has outpaced the available information on its effectiveness and fit for different academic disciplines and different types of courses (e.g. introductory classes, seminars, skills courses). While there is growing support for the use of flipped learning in science, technology, engineering, and mathematics (STEM) courses, less is known about the appropriateness of the technique in social science and humanities courses (Roehling et al. 2017). Additionally, there is little guidance or instruction on how to create flipped class videos (also referred to as vodcasts) and activities for different disciplines and types of courses. The goal of this book is to integrate the research and theory in areas such as education, psychology, and communication to provide guidance and practical instructions for teachers in higher education on (1) understanding the benefits and drawbacks of the flipped classroom; (2) understanding the effectiveness of flipped learning in meeting a broad variety of learning objectives and goals; (3) identifying the types of courses and course material which benefit from the flipped pedagogy; (4) creating active learning classroom experiences that facilitate learning and develop a broad range of learning outcomes; (5) identifying, creating, and disseminating vodcasts which will interest and engage students while also imparting knowledge; (6) orienting students and instructors to the flipped class pedagogy; and (7) assessing the effectiveness of the flipped classroom at meeting a broad range of learning objectives and course goals. This book will provide evidence-based guidance for faculty in all areas of the academy (STEM, social sciences, and humanities) on how and when to implement this innovative teaching technique.
Definition and Evolution of Flipped Learning
There are many definitions of flipped learning (Chen et al. 2014). This book adopts the most commonly used description of flipped learning. That is, flipped learning occurs when information that was traditionally delivered directly to the entire classroom, via lecture, is delivered outside of the classroom space, typically online, in digital or video format (FLN 2014).1 Classroom time is then primarily spent engaged in active learning experiences that stimulate higher-order thinking, as well as a broad array of other learning objectives and goals. Classroom activities include, but are not limited to, group work, peer instruction, discussions, and mastery quizzes.2 Flipped learning trades in the passive learning often associated with lecture, for active learning, during which students are responsible for making meaning and drawing connections while drawing on material that was delivered outside of the classroom.
The concept of flipped learning has evolved. It began with Alison Kin g’s influential article “From Sage on the Stage to Guide on the Side” (King 1993), which called for college instructors to stop using lecture as vehicle to transmit information from faculty to student but rather to use class time to actively engage students in their learning. Flipped learning is grounded in student involvement theory (Astin 1999), which posits that the more time and effort a student puts into their learning experience, the greater their cognitive and personal development. This is true for all aspects of the higher education experience, including time in the classroom, time spent in extracurricular activities, and time spent studying. Flipped learning increases involvement because students use class time to engage the course material, constructing their own knowledge as opposed to the more passive involvement associated with lecture. Further, flipped learning provides the opportunity for students to develop other important learning outcomes beyond knowledge acquisition, such as higher-order thinking, communication skills, and metacognitive skills (six learning outcomes will be discussed in more detail in Chap. 2).
In 2000, Lage, Platt, and Treglia published the first research article on the flipped classroom. Students in their flipped economics course reported positive reactions to the teaching method. Later, in 2004, Salman Khan upended high school math instruction by creating short video clips of mathematics lessons that he eventually made available on the Web, free of charge, through the Khan Academy (Edutopia 2011). Teachers in flipped high school math courses across the country assign those videos as homework and spend class time helping students apply concepts and complete math problems. In 2007, Jonathan Bergmann and Aaron Sams , two high school science teachers, began flipping their classrooms and sharing their experiences. They have since become major driving forces behind the movement to flip high school classes with their influential book Flip Your Classroom: Reach Every Student in Every Class Every Day, and their work with the Flipped Learning Network (FLN ) and the Flipped Learning Global Initiative (FLGI).
The flipped classroom and flipped learning are not synonymous; simply moving lecture outside of the classroom does not result in a true flipped learning experience. According to the FLN , there are four essential pillars which support flipped learning (FLN 2014). Pillar 1: Flipped learning requires a flexible environment. The physical classroom space must accommodate different types of classroom experiences and assignments. Student assessment must also be flexible to reflect the more active types of learning that occur during the flipped class period. Pillar 2: The learning culture must shift from the teacher-centric lecture model to the student-centric active learning model. Students must participate in constructing meaning and applying the concepts covered in the course. Pillar 3: Instructors must be intentional when designing the flipped learning experience. It is their role to carefully consider which content will be moved outside the classroom and the activities that students will engage in during class time. These decisions must be designed to facilitate higher-order thinking and promote course goals. Pillar 4: Professional educators, who create and orchestrate classroom experiences, are essential to flipped learning. Flipped learning is not a paradigm that will make teachers obsolete. Rather, good teachers are critical for the success of the pedagogy.
To be clear, the definition of flipped learning used in this book is different from both online learning and hybrid or blended learning. Online courses involve little to no face-to-face activity between students and the instructor (Fuster 2016). Whereas flipped learning involves regular, highly interactive contact between student and faculty. Hybrid or blended learning , like flipped learning, involves a mixture of online and in-person class time. However, with hybrid learning, the online learning replaces some of the class time, resulting in less face-to-face interactions between students and faculty (Fuster 2016).3 With flipped learning, class time is not traded for online delivery. Rather, class time is preserved and transformed into active, student-centered learning. This means that, for students and for faculty, time spent preparing for and participating in the class may be greater than time spent in traditional and hybrid courses . Flipped learning is not a shortcut for either the faculty or the student.
Principles for Designing a Flipped Learning Unit
Before addressing the ...