Flipped Classroom

For years, teachers have filled the role of “sage on the stage” imparting their wisdom during allotted class time then sending work home to reinforce learned concepts with minimal or no added support (King, 1993). As a result, students were left on the receiving end of a one-way communication process that did little to promote social interaction or encourage critical thought.

Passive by nature, this model of teaching, known as the transmittal model, assumes students as empty vessels into which knowledge is poured (King, 1993). Information, once acquired, is stored without relevance and left unchanged over time. Though common, this model does little to effectively prepare today’s students for a future where success relies on one’s ability to think independently, solve unexpected problems and deal with complex issues.

By contrast, the constructivist model presents learning as an active, social process in which learners use existing knowledge and prior experiences to build an individual understanding of new material (Brown, Collins, & Duguid, 1989). Teachers act as facilitators, guiding students through the learning process while allowing them to shape their own understanding of the instruction (Rhodes & Bellamy, 1999). By doing so,

students are able to actively construct knowledge in a meaningful manner that allows them to both better understand and process the learned content.

As a means to integrate the constructivist model into their classrooms, teachers are now utilizing technology to implement a blended learning method that shifts lectures out of the classroom and on to the internet in order to free up class time for collaborative activities. This inverted method, known as a flipped classroom, combines the benefits of direct instruction and active learning to engage students in the educational process.

Though simple enough to understand, flipped classrooms are not quite as simple to implement due the range of technical skills, conceptual knowledge, and pedagogical expertise required to execute the varying aspects of the method. Therefore, the purpose of this instructional design project was to develop and evaluate a web-based module for teachers at a private, college-preparatory institution to effectively implement a flipped

classroom in their courses.

Pioneered by chemistry teachers Tom Bergman and Aaron Sams of Woodland Park High School in Colorado, flipped classrooms use technology to invert the traditional teaching environment by delivering lectures online as homework and opening up the class period for interactive learning (Tucker, 2012). Through this method, teachers record their lessons using simple video capture software, post them to the internet and assign the recordings for online viewing prior to class. By delivering the lecture beforehand, scheduled class time is made available for collaborative activities. This shift allows instructors to transition out of their role of “sage on the stage” and become facilitators, or “guides on the side” thereby allowing students to move away from being passive listeners and becoming active participants in the learning process (King, 1993).

Research indicates that compared to those in traditional lecture-based classes, students in active learning environments show improved retention and better conceptual understanding of learned material (Sezer, 2011). These results are attributed to the contrasting roles of passive and active learners in the educational process. While passive learners exist solely as receivers, active learners are full participants in the process,

allowing them to add to their retentive capabilities through continued self-reinforcement (Petress, 2008).

Though shown to be effective once established, active learning environments are not generated spontaneously. Teachers must work to develop these environments through the use of proper motivational strategies and active promotion of social interaction. The ARCS model provides teachers with a systematic approach to design instruction that addresses the four major components affecting motivation – attention, relevance, confidence and satisfaction. Addressing these components builds intrinsic interest in the material and stimulates students’ motivation to learn (Keller, 1987).

In promoting social interaction, the establishment of collaborative learning communities is essential. Through these communities, the social aspects of everyday life are utilized to acquire knowledge on a given topic, thereby turning education into a natural process (Wenger, 1998). With each interaction, learning takes place in an informal environment that reduces the need for traditional lectures.

Flipped classrooms are shifting the way teachers provide instruction by inverting traditional teaching methods to engage students in the learning process. Using technology, lectures are moved out of the classroom and delivered online as a means to free up class time for interaction and collaboration. In order to effectively implement a flipped classroom, teachers must possess a set of requisite technical skills, conceptual knowledge and pedagogical expertise. Through this study, a web-based instructional module was developed to provide this information to prospective teachers interested in implementing a flipped classroom. Results indicated that the module was effective in delivering an overview of the required material, but could have benefitted from the inclusion of added examples of working implementations to raise the confidence level

of the participants. Added support through a learning community, either in-person or online, would help to provide guidance through initiation and expand on the shared experiences of the individuals.