Overview

On a practical level, traditional lecture-type content is delivered external to 'active' class time, essentially replacing time allocated previously to study or homework. This might include assigning instructional content in a variety of formats (online tutorials, videos, podcasts, learning objects, etc.) prior to an on-campus or online 'Tutorial' or any student-student interaction. This person-to-person time is then aligned with 'application' type activities based on Active Learning strategies such as problem-solving, debates or similar. This is where learning, knowledge assimilation and retention can be further enhanced by Instructor/peer-to-peer interactions, and immediate feedback.

Considerations

Some considerations with Flipped Learning involve the following:

• Greater control over pace/quantity and repetition of instruction for students
• Instructors become 'guides' rather than 'speakers'
• Provides 'just in time' and 'point of need' interaction and greater opportunities for retention
• The responsibility for learning is on students, Instructors become 'guides'
• Distinct move from 'transmission' to strengthening student skills
• Greater opportunities to increase the attainment of Griffith Graduate Attributes

Enabling Technology

The "Flip Matrix" below lists key elements to the flipped learning approach, adapted from Vanderbilt University Center for Teaching. 

Implement

Flipping can be seen as an essential component or element of other active pedagogical and practiced models spanning well over a decade. In 1998, Humanities Academics Barbara Walvoord and Virginia Johnson Anderson promoted the approach in their book Effective Grading when they outlined a first-exposure learning concept, where students are exposed to materials prior to class and focus on the processing part of learning (synthesizing, analysing, problem-solving, etc.) in class.

A similar approach was described in 2000 by Economics when Academics Lage, Platt and Treglia coined the term 'Inverted Classroom'. The very next year Mazur and Crouch (2001) presented a modified form termed 'Peer Instruction'. In the most current context, the idea of a 'flipped classroom' is linked to the work of Jonathon Bergmann and Aaron Sams, who first started using online video (via Khan Academy) as a strategy supporting re-allocation of 'lab time' interaction for their students.

Support Resources

• The Four Pillars of F-L-I-P Checklist

  To engage in Flipped Learning, teachers must incorporate the following four pillars into their practice.

• Flipped Learning Network

  Provides a great checklist based around four essential pillars required to successfully flip.

• Flipped Classroom Trends: A Survey of College Faculty

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• Using technology to enable flipped classrooms whilst sustaining sound pedagogy

  30th ASCILITE Conference, 2013. Proceedings, Michael D. Sankey and Lynne Hunt

• Creative Commons Licenses for Flipped Educators

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• Five Best Practices for the Flipped Classroom

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• Educdemic: The Teacher’s Guide to Flipped Classrooms

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• 8 Outstanding iPad Apps to Create Tutorials and Flip your classroom

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Contributed by

• Learning Futures
  

Preferred Citation

Learning Futures (2019). Flipped Learning. Retrieved from https://app.secure.griffith.edu.au/exlnt/entry/3805/view