Why Flip the Classroom?
Link to the wiki site: https://teamflippedclassroom.wikispaces.com/Literature+Review
Betty Berger, Jettie Dush, Robert Fishel, Nina McCord, and Mitchell Parson
Liberty University
Abstract
The world of education remained relatively unchanged for many years until technology became a commonplace commodity. With an emphasis on computer labs, media centers, iPad carts, and a one-to-one student-technology ratio, technology is no longer just embedded in the classroom, but rather the classroom now relies on technology. Of the many ways in which teachers are able to incorporate technology into a classroom, the flipped learning model is one that has gained popularity and a great deal of attention. This literature review will discuss the many aspects of flipped classrooms; the transition from a traditional classroom to a flipped classroom; the impact on the K-12 learning environment; the impact on the higher education learning environment; and the applicability to corporate and workplace training. The many benefits and challenges to flipped classrooms will also be discussed. This literature review will then conclude with future implications for research.
Key Terms: Flipped classroom, Inverted learning, Mastery-based model, Corporate learning environments, Microlectures
Discussion of Key Terms
A flipped classroom is one in which the instruction is moved outside of class time by using video lectures which the students view for homework and class time is used for problem-solving and/or activities.
An inverted classroom is simply another way to describe the flipped classroom.
The mastery-based model is a model developed by flipped classroom pioneers, Jonathan Bergman and Aaron Sams. They developed this model to allow students to complete the coursework at their own pace and used an outline to list all of the resources that the students would need (Ash, 2012).
Workplace learning environments are learning environments where employees receive training in a variety of ways. The training can occur in class or on-the-job and include training for workplace skills, knowledge of company systems, or updating employees on the company policies.
Microlectures are used in the flipped classroom to deliver content usually in a video format.
Why Flip the Classroom?
Much enthusiasm has been generated around transitioning to the flipped classroom model, not only in the K-12 environment but also in higher education and corporate learning environments. In response to the changing needs of a technological society, educational institutions have been encouraged to develop instruction that utilizes technology. The flipped classroom provides many solutions to these needs. Teachers have more time to work with students in small groups (Morgan, 2014); the curriculum can be customized to meet the individual needs of the students (Herreid& Schiller, 2013); and the curriculum can be developed so that the students can progress at their own pace (Ash, 2012).
Transitioning to a flipped classroom environment from a traditional classroom environment requires a paradigm shift. Not only do educators have to invest time in learning new technologies, but they also have to rethink their pedagogy. The flipped classroom is not just about moving the lecture-type instruction outside the classroom; it is also about aligning the media instruction to the in-class and problem-solving activities. The holistic flipped model explained by Chen, Wang, Kinshuk, and Chen (2014) provides one example of moving instruction from a teacher-oriented classroom to a student-oriented classroom. This movement of the orientation of the classroom is the pivotal point in the paradigm shift to effectively transition to a flipped classroom where students are more engaged in learning.
Transforming a Traditional Classroom to a Flipped Classroom
There are a few steps that educators should follow to effectively flip a classroom. Teachers first begin with creating appropriate course material and then create a course management site to consolidate all of the generated course material. The flipped classroom model is designed to move lectures outside of the classroom, allowing teachers to utilize class time for individualized instruction, labs, and projects to improve students’ higher order thinking skills (LaFee, 2013). The term “flipped” has been turned into an acronym to help clarify the purpose of this pedagogical approach. Flexible environments, learning culture, intentional content, professional educators, progressive activities, engaging experiences, and diversified platforms (FLIPPED) are the dynamic pillars for this classroom model (Chen, 2014).
Flipping a traditional classroom begins with creating videos, podcasts, and other virtual material for the course. There are many resources and software programs available for teachers to produce instructional content for the flipped learning model. Khan Academy is just one of the valuable resources that teachers may utilize when beginning the process of flipping their classroom. It offers more than 3,500 brief instructional videos for teachers to use as a part of their instructional content. These videos are available for teachers on YouTube (LaFee, 2013) and can be easily embedded on a course management site. Apple’s iTunes U is another source that provides teachers with lectures, videos, and other valuable resources free of charge (Siegle, 2014). In addition to using premade instructional material, teachers can create their own lessons to meet the needs of their students as well. The math department at Byron High School knew which of their lessons were the most challenging, so the teachers developed instructional videos to aid in teaching those specific topics (Fulton, 2013). Teachers that create their own video lessons will need to utilize screencasting programs to capture problem demonstrations.
Adding and subtracting fractions
KHAN ACADEMY YOUTUBE VIDEO ON ADDING/SUBTRACTING FRACTIONS
Screencasting allows teachers to capture actions performed on a computer, with audio narration explaining the actions (Carr, 2009). There are many screencasting programs available; Adobe Captivate, Camtasia, Screencast-O-Matic, and Jing are just a few. Teachers seeking to flip their classroom can combine programs like SmartNotebook and screencasting to show sample math problems and include step-by-step narration explaining the solution. In some cases, course content only needs an audio and video explanation for students. Along with screencasting, teachers can use podcasting to provide students with additional lecture material.
Podcasts are audio and video recordings that allow students to stop and rewind lectures as they take notes on new material. Podcasts produce similar learning outcomes when compared to traditional lectures (Guerrero, 2013). Teachers that effectively use podcasts and screencasting to develop a flipped classroom curriculum can use class time to focus on demonstrations, hands-on activities, and webquests to improve student achievement (Guerrero, 2013). As teachers begin to create new course material, they must also consider developing a course management system. Many online courses use course management programs such as Blackboard; however, there are also free sites like Moodle and Edmodo that can be utilized to create a single location for coursework. The math teachers at Byron High School used Moodle to post video lessons, lecture notes, homework solutions, and links to extra resources for each course (Fulton, 2013). It is important for teachers to set up an organized management system, because keeping track of course materials, students, grades, and assignments is vital to a successful flipped classroom.
The flipped classroom pedagogical approach combines different learning environments to provide students with an educational experience resulting is content mastery. Education is no longer restrained to a physical school classroom. Modern technology has equipped teachers with the ability to create synchronous and asynchronous learning communities that provide students authentic learning activities.
K-12 Learning Environment
At the 2012 annual conference of the International Society for Technology in Education (ISTE), most of the sessions on the topic of the flipped classroom were at maximum capacity. This enthusiasm shows an increased interest among educators to try the flipped classroom. With many reports of success such as Khan Academy, educators are willing to try this new method of instruction (Ash, 2012). Jonathan Bergmann and Aaron Sams are acknowledged as the pioneers in the flipped classroom movement. In 2006, they began making videos of class lectures and posting them online for their Chemistry and Advanced Placement Chemistry classes. The students were required to take notes on the videos and come to class prepared with one question from the video that needed clarification. In using this method with the chemistry students, Bergmann noted an increase in test scores. After experiencing such success with flipping his classroom, Bergmann began holding conferences to instruct other teachers in using this method.(Ash, 2012).
Variations of the flipped classroom
An adjunct professor at the University of San Francisco discovered that there was little difference in student achievement after allowing the students to watch videos before class time and then do hands-on activities during class. So he changed the way he flipped the classroom. To introduce a topic, he would begin a unit with guided inquiry. Next he would instruct the students and discuss the materials needed for the lab work. After the students showed an understanding of these basic concepts, he would have the students watch the videos to clarify misconceptions (Clark, 2015).
Herreid and Schiller (2013) reported that a physics teacher who responded to their poll used the flipped classroom to teach case studies. The new unit would begin with assigning students to watch an introductory video podcast the night before the unit would begin. The students then had to answer questions related to the video. In class, the students would complete the first part of the case study. To encourage discussion, the teacher would show a follow-up video. On the second night another video podcast with questions would be assigned with information for the second part of the case study. The next day in class the students would complete the second part of the case study and the teacher would continue this process until the end of the case study.
One challenge that some educators have reported is that some students resist the change from the traditional classroom to the flipped classroom. The students are accustomed to a more passive type of learning environment and they resist the active learning involved in collaborative activities (Chen, 2014). One solution would be to provide low-risk learning strategies when first transitioning from the traditional classroom to the flipped classroom because it is easier to lose the students at the beginning phases of the transition. As the students transition to the new style of learning, then the educator can introduce more high-risk teaching strategies. The table below describes a comparison of low and high risk learning strategies.
| Dimension | Low-risk strategies | High-risk strategies |
| Class time required | Relatively short | Relatively long |
| Degree of structure | More structured | Less structured |
| Degree of planning | Meticulously planned | Spontaneous |
| Subject matter | Relatively concrete | Relatively abstract |
| Potential for controversy | Less controversial | Very controversial |
| Student’s prior knowledge of subject matter | Better informed | Less informed |
| Student’s prior knowledge of the teaching technique | Familiar | Unfamiliar |
| Instructor’s prior experience with the teaching skill | Considerable | Limited |
| Pattern of interaction | Between faculty & students | Among students |
Comparison of low and high risk learning strategies
Table 1 (Bonwell&Eison, 1991)
One advantage of the flipped classroom is the ability of the teacher to design instruction so the student can progress at his or her own pace. After the first year of using the flipped classroom, Bergmann and Sams developed a mastery-based model of the flipped classroom. During their first year using the flipped the classroom, Bergmann and Sams required all the students to watch the videos and to do the classroom activities at the same pace. The next year they developed the mastery-based model to allow the students to progress at their own pace. An outline was used to list all the resources the student would need which included objectives, videos, worksheets, and textbook excerpts. The students could also complete quizzes and tests when they were ready instead of at a fixed time. To maintain the integrity of the testing system, the teachers pulled questions from a test bank so the students were not receiving the identical quizzes or tests (Ash, 2012). While this type of pacing might work for some students, not all students have the self-motivation to keep up the appropriate pace to complete the assignments within the allotted time. Ash (2012) also reported that a high school instructional coach adapted the mastery-based model to include deadlines at various times during the course to keep students on track. This gave students some flexibility to learn at their own pace while ensuring they would complete the course on time.
Bloom’s revised taxonomy describes four general types of knowledge including procedural, factual, conceptual, and metacognitive knowledge (Milman, 2012). According to Milman (2012), the flipped classroom seems to be a better fit for teaching procedural knowledge like math and science. As the knowledge becomes more complex, it would be important for the teacher to scaffold and chunk the content in order to avoid overwhelming the student. Even though the flipped classroom is a better fit for problem-based subjects, it can also be used for the other types of knowledge. .
Technology Integration
Integrating media into the instruction process is a key element of the flipped classroom. The transition from the traditional classroom to the flipped classroom takes time as educators learn to find media resources or make their own videos. Many resources are available to use, but teachers need to invest in professional development to not only learn how to use the various forms of technology, but also to investigate the new pedagogy. According to Sweet (2014), microlectures are “short recorded audio or video presentation[s] on a single, tightly defined topic” (p.52) and are not intended to replace the teacher’s direct instruction. The pedagogy has to undergo transformation for the flipped classroom to be successful. The media has to be aligned to the in-class activities so that the students do not become confused. The instruction needs to be scaffolded and differentiated to meet the needs of the students, which sometimes involves developing guided notes to be used with the videos.
One option for teachers who want to transition to a flipped classroom is to find appropriate educational videos that have already been developed online such as Khan Academy for math and science, or other various open educational resources such as Creative Commons. However, if teachers want to create their own videos or microlectures, they will need to invest the time to learn how to use an audio or video recorder (such as a camera, iPad or tablet) video editing software (such as Camtasia, iMovie, Windows MovieMaker), and a learning management system or public video sharing site such as YouTube, Vimeo, or TeacherTube (Sweet, 2014).
Technology integration also requires teachers to find avenues for all students to have access to the technology.
Higher Education
The flipped model classroom isn’t just an educational experience for the K-12 classroom; it has proven to also be a successful platform in higher education. Today colleges and universities are filled with students of all ages, but most of them fall in the millennial population, born between 1982 and 2002, and are unlike previous generations (Roehl, Shweta, &Gayla, 2013). Having been reared on rapidly evolving technologies from a young age, millennial learners are multi-taskers and prefer changing, active learning environments where their attention is grabbed and their engagement is held (Roehl et al., 2013). This learning style preference lends itself well to the flipped model classroom where direct instruction happens outside of the classroom. Instruction is delivered through varied online video platforms, learning management systems (LMS), educational sites, and social media. The online videos especially help to grab the millennial student’s interest and attention with the online aspect of incorporating interactive social media with comment posting and blogging ability to homework (Roehl et al.., 2013). This freedom and innovation of content delivery coupled with the professor’s focus on personalized learning strategies inside the classroom allows for more self-awareness in content understanding and retention in the millennial student (Roehl et al.., 2013).
With many higher education classes being so large in number, the flipped model allows for an instructor to create a “designer” class with even the largest of populations (McLaughlin et al., 2013). By utilizing an LMS or other online platform, resources can be posted so that advanced students can be assigned additional content to view and work through outside of the classroom where at the same time students that may be having more difficulty can be assigned additional content to address their needs (Siegle, 2014). Educators can also pool resources online to address additional needed content for their classrooms through professional content-sharing sites and free resources online such as Kahn Academy and Apple U (Siegle, 2014).
Higher education classes are diverse in their offerings and the flipped model may not be translatable in every subject, but that has not stopped many educators from incorporating the model in some fashion to their classroom (Tucker, 2012). Many colleges and universities are diversifying their student body and increasing their population through offering satellite campuses and distance learning opportunities (McLaughlin et al., 2013). These models may increase student numbers, but they also create less frequent face-to-face instructional time at the main campus, forcing more work to be completed outside of the classroom (McLaughlin et al., 2013). These time limitations force educators to make the most efficient use of their time together, more than an educator who saw their class on a more frequent basis. According to McLaughlin et al. (2013), moving the majority of the foundation content to outside of the classroom allows higher education students to learn the basics at their own pace while saving class time for group discussion and interactive learning activities. Instructors also then have the opportunity to engage more with their students to promote a higher level of thinking and understanding while also applying the learning to reality-based situations and case studies that they may see one day in their future workplace; in other words, students become better prepared with application and theory based learning (McLaughlin et al., 2013; Tucker, 2012).
Workplace Learning Environments
More recently, blended learning has grown and developed in the workplace and the flipped classroom model has emerged and begun crossing the corporate lines across many different types of industries and organizations as a successful way to train employees (Nederveld& Berge, 2015). Early in the technology boom, many companies jumped on the e-learning bandwagon without thoughtful implementation in an effort to reduce time and money spent on training. What seemed like an easy way to save time and money oftentimes resulted in increased employee turnover, lowered performance, and less engaged staff (Rosenberg, 2006). This left many companies looking for better ways to train their employees and create a high-performing workforce. Blended learning and specifically e-Learning in Smart Enterprise utilizes all available technology to enhance performance and productivity by constantly asking, “What are we trying to accomplish here?” (Rosenberg, 2006).By finding the perfect balance of classroom training, on-the-job training, and training/knowledge integration into a company’s systems and applications, an organization will be embracing the blended learning model and allowing training to move past the generic limits and become more meaningful and purposeful.
With an emphasis on E-learning in the workplace, it was a natural progression for many companies’ training departments to move to a flipped classroom model. This learner-centered approach has been noticed by corporations as an effective way to increase the amount of time trainers spend in a classroom working with employees on real-world application training and practice along with higher-level learning to better equip new hires on needed workplace skills and re-equip existing staff on new or updated policies and processes. By applying this increasingly personalized education model in a corporate setting, companies are able to soften the dividing lines between workplace working and workplace learning to the point that the two areas are potentially fully integrated (Rosenberg, 2006). This then allows formal classroom training, web-based training, and on-the-job training to blend together to form a performance-based learning environment (Rosenberg, 2006). Blended learning and flipped learning are often used interchangeably. Blended learning is focused on technology incorporation which is part of a flipped classroom, but flipped learning focuses on how the instructor can better support their learners and make the most effective use of their time with the learner which aligns with many companies’ needs to be efficient and productive in everything they do (Nederveld and Berge, 2015).
Flipped learning is a way to personalize a learner’s educational journey to mastering knowledge in his or her own learning style and on their own schedule in alignment with their workload. This is especially important in the workplace where every minute spent “not working” needs to be accounted for and assigned worth (Rosenberg, 2006). The “worth” of training is defined differently depending on the company’s learning culture. Some companies consider training only necessary to onboard a new employee, while other organizations look at it as a holistic approach to increasing employee production, performance, and engagement (Rosenberg, 2006). Flipped classrooms allow for direct instruction to occur on the learner’s own time, which in the workplace can be at their desk utilizing a corporate learning management system while saving classroom, face-to-face time for more interactive exploration and application of lessons learned (Nederveld and Berge, 2015). This is especially important in a workplace setting to help detect errors in an employee’s work before transitioning from a test environment to real-world application. It also helps reduce travel costs by allowing for some learning to occur online through a company sponsored LMS (Learning Management System), and it helps employees practice trouble-shooting and problem-solving in a test environment through active learning before going to work in a real setting (Nederveld and Berge, 2015).
Benefits of the Flipped Classroom
The idea of the flipped classroom provides many opportunities when it comes to class time activities. According to (Gerstein, 2012), learners need to be more engaged with the topic of study. The idea of student engagement in the classroom is really synonymous to everyday life. When one thinks about it, learning takes place everywhere, regardless of the environment. And when we think about the technological age we live in, our students, in many cases, know more about technology than the teachers. This form of learning, according to (Gerstein, 2012), was through experiential activities, which is also referred to as, engagement. In addition to student engagement in the classroom, is the reduction of time spent delivering content.
According to (Morgan, 2014), the teacher no longer needs to spend all their time in the classroom delivering content. The idea behind flipping the classroom is to promote more one-on-one time with the students. In other words, when students are given the opportunity to review the material prior to coming to class, then there is no need to redeliver the content. Instead, the additional time that was used for lecture is spent helping student understand what they have reviewed. According to (Morgan, 2014), this additional time could be used for small group activities in which the teacher would become more of a facilitator and help out with more individualized instruction. Besides the benefit of the additional time between teacher/student engagements, there is also the opportunity for students to continue learning when problems arise and the student is unable to make it to class. According to (Tucker, 2012), when students are unable to attend class, they no longer need to feel that burden of trying to catch up because of a missed lecture. With the primary learning material available online, the student is able to review it as often as he/she may desire, even when the student is unable to attend class.
The flipped classroom is not limited to any particular educational institution, in fact, according to (Roehl et al., 2013), millennial learners have a better attention span toward video-based lectures than that of the traditional face-to-face lecture, in the brick and mortar school building. In fact, according to (Roehl et al., 2013), the millennial learners, unlike previous generations, have a decreased tolerance for lecture-style dissemination of information. With the continual changes in society, and especially that of technology, the evidence is clear; learning in a flipped environment is becoming more viable for all generations and age groups. Technology is one of the primary keys to the effectiveness of transforming a classroom into a flipped environment. According to Herreid and Schiller (2013), when technology is integrated into the classroom, teachers will have a greater awareness of students who may be struggling. For example, a student may be given an iPad to demonstrate to the teacher what they have learned, and if the concept has not been clearly demonstrated, then the teacher may ask the student to do more research on the subject matter. According to (Gerstein, 2012), this is what is called“concept exploration”. The use of technology in the classroom will also promote student collaboration. One of the benefits of having more time in class is that students will have the opportunity to spend additional time on group projects. This group time is very important because it also builds relationships. With technology advancing so quickly, it is becoming more common for students to do the solo act, than work together on an assignment. If students are going to make it in the real world, then they must know how to work with one another.
One of the most impactful benefits of flipping the classroom is the method in which instruction is given. The majority of instruction is given online, usually in the form of videos or interactive assignments. The best part of having the information online is that, unlike the traditional face-to-face class, where the student listens to the instructor lecture and tries to take notes at an alarming rate, the student in the flipped classroom environment is able to watch the video lecture as many times as he/she desires. According to Parslow (2012), this gives the student the ability to move at his/her own pace and, as a result, increases overall comprehension. Another benefit, according to Tucker (2012), with regards to students who excel in a flipped environment, is that when students who thrive in the self-directed learning have completed their assignment, they are given the freedom to help others or work in other areas. This also provides a motivational element for students who may not have had time to view the online videos and thought they could just get by in class by working with others.
When using the flipped classroom method of instruction, additional opportunities for instruction are presented. Instead of the old traditional method of face-to-face instruction, where students primarily took notes, students are now able to physically interact with the assignment/instruction in an online environment. According to Roehl et al., (2013), as a result of the online interaction, teachers are able to track the progress of their students in a more efficient way. This process alone will help educators intercede with students early-on who may be struggling; instead of when it is too late and very little can be done. As a result of the customization of online material, higher education students and high school students, now prefer the flipped classroom environment(Herreid& Schiller, 2013 & Clark, 2015). According to Paslow, (2012), this same process allows students to take more of an ownership in their learning. This form of instructional method is especially valuable for gifted and talented students because it allows them to work through course material at their own pace and explore more advanced content (Siegle, 2014). Another part of the customization process is that of technology. With technology being so prevalent in today’s society, and the student’s desire to use such technology, it makes sense, that according to Clark (2015), students will become more motivated to learn when technology is used in the course. One of the advantages in using technology in a flipped environment is that it provides equal access across all socioeconomic groups and helps prepare students for 21st century skills (Collins, 2009). When one thinks about it, if educators are going to focus their efforts on preparing students for the 21st century, then a 21st century model of teaching should be applied.
Curriculum can also be customized for individual needs, for example, if a student is hearingimpaired, then closed captioning could be embedded into the video so that the student could still follow along. Today’s millennial learners are also accustomed to 24/7 connectedness with online information. Millennia’s like the idea of an environment that supports multi-tasking and the ability to gravitate toward the social aspect of learning, which make the flipped classroom a better choice for learning (Roehl et al., 2013). Customization also allows the opportunity for parents to view their child’s videos and provide help if needed (Morgan, 2014). The teacher turnover rate in some schools is higher than others, but when using the flipped classroom model, some schools have reported a reduction in turnover rates (Fulton, 2013). Also, in regards to the schools that may have high turnover rates, if the online curriculum is set-up properly, then even if the teacher does decide to quit, another could step-in with relatively littlepreparation and keep the class on schedule.
Challenges to the Flipped Classroom
While research shows that there are many benefits to adopting the flipped classroom model, there are also a variety of challenges that have been documented and reported as well. To begin, any environment that involves many participants is bound to experience resistance upon change. Researches exploring the use of the flipped model and students’ perceptions of it have noted that getting student’s to buy in to the paradigm can be difficult at first given the increased homework and responsibility load occurring outside of the classroom (Gecer& Dag, 2012; Herreid& Schiller, 2013; Roehl, et al.. 2013). Moreover, a student who fails to complete the lecture-based homework assignments will be unprepared for the next day’s class and, therefore, further behind his classmates. Some students feel that homework should be a choice, rewarded with better grades. In a flipped model, failure to complete homework will result in a failing grade given the spiral effect that will ensue. Even after a student buys in to the teaching method, he will likely struggle to develop the regimen necessary to fully benefit from the flipped model (Ash, 2012; Del Siegle, 2013; Strayer, 2012). Teachers must employ the use of deadlines, albeit flexible if necessary, to help students manage time appropriately and maintain a pace conducive to achieving classroom objectives.
Assuming all students are on board with the new learning environment and possessed the necessary organizational skills and commitment to complete the homework assignments regularly, there still exists a digital divide amongst today’s learners, not to mention entire school districts. Before fully adopting a flipped classroom model, schools must be ready to provide the support students need to complete coursework (Del Siegle, 2013; Fulton, 2013; Gecer, et al.., 2012; Roehl, et al.., 2013; Yapici&Akbayin, 2012). This may mean schools need to keep libraries or media centers open after hours and allow students access in order to view the videos before leaving for the day. Teachers might have to be flexible in the platform they use to deliver or post the video and be willing to download the videos to a USB flash drive or CD-ROM for students to view on computers at home who lack Internet access. Schools may also adopt a one-to-one tablet program in order to equip students with the hardware needed to view the lectures. For schools unable to financially support a one-to-one device program, policies regarding the use of cell phones may need revised in order to allow students the opportunity to review videos as needed during the school day. When large amounts of technology are relied upon in the classroom, the opportunity for misuse and distractions increases. While recounting the transition to a flipped learning environment, Fulton (2013) noted the disagreement between administration and teachers regarding YouTube being unblocked for instructional purposes and the use of cell phones in class (p. 24). In the end, it was conceded that students must be given opportunities to learn digital responsibility and appreciate the resources available to them via technology.
For maximum success to occur, it is imperative that teachers purposefully align the out-of-class learning component with the in-class activities (Strayer, 2012). Finding quality premade resources can be a difficult task while creating original video lectures requires a significant amount of time and a technologically foundational set of skills (Del Siegle, 2013; Fulton, 2013; Herreid, et al.., 2013; Roehl, et al.. 2013). Prefabricated lectures, such as those found on Khan Academy (http://www. khanacademy.org/) and BozemanScience (http://www.boze- manscience.com/science-videos) tend to focus on basic skills and involve little pedagogical keystones (Herreid, et al.., 2013; Parslow, 2012). Should a teacher decide to embark on the tumultuous task of creating her own video resources, the flexibility in editing the video post-production is highly dependent on the software initially used and the platform currently available or subscribed to (Roehl, et al.. 2013). This makes the tedious task of creating the video library even more tedious as it is likely curriculum will change, new “tricks” will be discovered, and the teacher will want to better the resource for her students. Regardless of what is chosen in terms of externally produced videos or teacher-originated videos, it is critical that these video homework assignments are followed by higher-order, in-class activities to make meaningful connections between the content and the skill.
The basic precipice upon which flipped classrooms are built is that of an out-of-class lecture assignment and in-class, usually collaborative, activity (see Figure 1). The idea of learning through lecture” is troublesome to many educators and researches alike as a great number of students are unable to effectively learn this way. Del Siegle (2013)stated, “lecture, whether it is delivered live or on video, may not necessarily be the best way to learn” (p. 52). Similarly, both Ash (2012) and Morgan (2014) reported that some educators view the flipped classroom as a high-tech method that has given a fresh face to the antiquated instructional method of lecturing. This method of teaching contradicts learning by discovery methods and delays the students’ use of higher-order thinking. Students are given a model or foundation to work from, and then often asked to mimic the procedure in class with a side of collaboration. This practice relies on basic skills and understanding from the students, which does not merit the use of the alternative teaching strategy to begin with. This challenge further reinforces the need for teachers to facilitate meaningful and rigorous in-class activities that extend student knowledge beyond simple comprehension and even application; students must be provided the opportunity to experience analysis, synthesis, and evaluation under the safety of the classroom and guidance of the teacher.
Supposing a school was able to implement the flipped classroom model effectively and achieved full student buy in and participation, there is something to be said about scalability. Whereas teachers may be accustomed to lecturing for the majority of a 45-minute period, or close to half of a 90-minute block, a school-wide adoption of this method could potentially mean students may be assigned up to four or five video tutorials in a night. The tendency to create lengthy video lectures would not only be detrimental to the students’ perceptions toward the shifted paradigm, but it would be unreasonable to expect students to consistently spend multiple hours each nigh viewing and learning from these videos (Del Siegle, 2013). Furthermore, it is not difficult to imagine the parents described in Yapici and Akbayin’s study (2012) that did not support the idea of students spending such large chunks of time in front of a computer after school hours had concluded (p. 135). To work compatibly with student brain capacities, video tutorials should be short in length, visually stimulating, and intellectually engaging for the student. This begs the question of how to deliver material at any more than a superficial level to give students the proper foundation needed to complete the higher order tasks or activities planned for the following day in class.
Perhaps the biggest challenge flipped classroom environments face is conflicting research data. While there are many studies that have found positive correlations between inverted learning and student scores, or flipped classrooms and student perceptions, there are other studies, such as Clark (2015), that have found no significant difference between traditional classroom student performance and flipped classroom student performance. With little to no standard practice or guidelines on how to employ a flipped classroom model, it will remain difficult to determine its true applicability and benefits in education. In any teaching method, classroom environment, or curriculum delivery model, there will continuously be a struggle to balance student learning with time allotted. This is especially true when technology is being incorporated given its relatively new arrival into the education paradigm. Strayer (2012) concluded his study best by stating, “the challenge of how best to teach with technology will continue to persist for educators in all subject areas” (p. 192). Despite it all, the goal to bear in mind is to create an environment that communicates the importance of lifelong learning and instills students with a desire to do so.
Implications for Research
Chen, et al.. (2014) discussed the differing results of motivated and unmotivated students in their study. The motivated students’ grades increased in the flipped classroom and they progressed more that the unmotivated students. One reason that was suggested was that the motivated students were more able to tolerate the change in instructional methods. This raises the question of identifying which learners perform better with the flipped classroom model and why. More research could help clarify whether the flipped classroom is more advantageous for some learners. It could also identify the issues with the non-motivated learners and test how they might respond to scaffolded instruction. One of the strengths of the flipped classroom is that instruction could be designed so students could progress at their own pace. Research could test the scaffolding instructional process to determine if the performance of the unmotivated students would improve. Future research could also try to identify which combination of instruction involving technology; in-class activities; problem solving; or case study as the best method for students.
Conclusion
The flipped classroom model has quickly spread among classrooms ranging from elementary schools to the workplace. Even though taking a holistic approach to education and teaching the whole learner is nothing new, the methodology behind what makes up the holistic approach has evolved as technology has advanced through the years. The enthusiasm around the flipped model has been a direct response to the increased level of engagement from students in and out of the classroom and the ability to make the flip fit a particular subject and classroom. There is not one model for classroom flipping so long as the model focuses on the student’s needs and differing learning styles (Tucker, 2012; Siegel, 2014). Educators have to make an invested and thoughtful change to shift their classrooms; it is not as simple as posting videos for homework and assigning classroom activities. Educators need to invest in professional development to not only learn how to use the various forms of technology, but also to investigate the new associated pedagogy. Though the flipped classroom currently presents some learning hurdles for certain students including technology access and a change of mindset in the learner’s role in the educational process, the pace at which technology is advancing, digital information access in increasing, and millennial learners are growing, makes this model a future commonplace in learning environments.
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Nina Dane McCord 