The flipped classroom model is an approach to teaching
that is both innovative and impactful. Traditionally, the typical classroom
approach involves direct instruction from the teacher that is completed in the
classroom, while students are sent home with assignments intended to apply what
they have learned. In the flipped classroom, however, direct instruction from
the teacher is completed in an independent manner, usually via pre-recorded
lectures, and then the application assignments or activities are completed in
the classroom. This method of teaching is essentially a timeline rearrangement of
Bloom’s Taxonomy where the lower cognitive functions, which include remembering
and understanding, are completed prior to class rather than in
class.1 The higher cognitive functions, including application and
analyzing, are done in the classroom with guidance from the teacher. This can
include group discussions, practice cases, or even role-playing.
According to the Flipped Learning Network, there are four
pillars of flipped learning that help guide educators to successful
implementation of the flipped learning model.2 This is referred to
as The Four Pillars of F-L-I-PTM, which stands for “Flexible
Environment”, “Learning Culture”, “Intentional Content”, and “Professional
Educator”. The first pillar, “Flexible Environment”, refers to the flexibility
that is often required of educators seeking to flip their classroom. They must
be physically flexible, since classroom arrangement may be necessary depending
on the activity, and must also have flexible expectations. Since much of the
initial learning is done at home, timelines for learning may have to adjust as
well.
The second pillar, “Learning Culture”, reflects the
switch from a traditional model where the teacher is at the center of guiding
learning, to a model in which the students are at the center of their own
learning. The students are engaged and are actively learning rather than
passively learning, taking the information they learned independently and
exploring them in greater detail while in the classroom.
“Intentional Content” is the third pillar and this refers
to the importance of determining what ideas and concepts the students can learn
on their own, and what would be better to delve into as a group with teacher
guidance. This pillar is about maximizing classroom time, and, by extension,
the various methods used to promote individual learning at home. These can include
pre-recorded lectures, educational videos on the internet, learning modules, or
several other activities. The goal here is not only that the content should be
relevant to what is being taught but also that it is accessible to all
students. For example, some students may not have internet at home. This
doesn’t necessarily ban the use of internet videos, but rather goes back to the
flexibility and adaptability of the teacher to make sure that all students are
included and are able to participate.
The last pillar of flipped learning is “Professional
Educator”. This pillar reminds us that, although the teacher is no longer at
the center of learning in this model, that does not mean they get the day off!
Teaching in a flipped classroom setting is very much an active process, with
ongoing observation and assessments, providing feedback to students, keeping
them engaged, as well as reflecting on the activity when its completed. A large
part of this pillar is about reflection and collaboration with other educators
to improve their teaching methods and instructional design.
Research indicates that while the flipped classroom model
may not necessarily improve student academic performance, compared to traditional
methods, it doesn’t hurt student performance. The model has been well-received
by students and promotes student engagement and empowerment to take charge of
their own learning. One study completed at the University of North Carolina
Eshelman School of Pharmacy compared student perceptions and academic
performance in a pharmacotherapy course delivered in a traditional manner one
year, to the same course delivered via a flipped classroom the following year.3
It found that, while there were no significant differences between final
examination scores, there was a significant increase in students’ support for
this model and the belief that learning the material prior to class better
enabled them to apply their learning while in class. In addition, a survey conducted
prior to the execution of the flipped classroom showed that only 34.6% of
students indicated that they preferred this format, while the same survey
conducted after the execution of the flipped classroom showed that 89.5% of
students preferred this format.3
The flipped classroom is an alternative method of
learning that enhances student engagement and allows them to take a more active
role in their learning. While there will always be a place in the classroom for
traditional approaches to teaching, flipping the classroom gives us the ability
to utilize another teaching modality.
References
1. MSU: Office of medical education research and development [Internet]. East Lansing: Michigan State University. What, why, and how to implement a flipped classroom model; [cited 2020 Sept 18]; [about 6 screens]. Available from: https://omerad.msu.edu/teaching/teaching-strategies/27-teaching/162-what-why-and-how-to-implement-a-flipped-classroom-model
2. FLIP learning [Internet]. Flipped Learning Network. Definition of flipped learning; 2014 March 12 [cited 2020 Sept 15]; [about 3 screens]. Available from: https://flippedlearning.org/definition-of-flipped-learning/
3. McLaughlin JE, Griddin LM, Esserman DA, Davidson CA, Glatt DM, et al. Pharmacy student engagement, performance, and perception in a flipped satellite classroom. Am J Pharm Educ. 2013 Nov 12; 77(9):196. Available from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3831407/
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