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22st Annual OLC International Conference
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Transform the Learning Experience Through Flipped Learning

#Twitter: 
#Flipped_Learning
Presenter(s)
Erik N Christensen (South Florida State College & Florida Keys Community College, USA)
Session Information
October 15, 2015 - 10:15am
Track: 
Technology and Emerging Learning Environments
Major Emphasis of Presentation: 
Practical Application
Institutional Level: 
Community Colleges
Audience Level: 
Novice
Session Type: 
Information Session
Location: 
Southern Hemisphere V
Session Duration: 
45 Minutes
Session: 
Concurrent Session 6
Virtual Session
Abstract

Learn how reversing lectures and homework while adopting active engagement activities can dramatically improve student learning outcomes. Leave with activities you can use immediately.

Extended Abstract

Rationale. The flipped classroom is a pedagogical model in which the traditional lecture and homework elements are reversed. Prerecorded short video lectures and online interactive simulations are viewed by students before class. In-class time is re-purposed so that students can inquire about lecture content, apply their knowledge, and interact with one another and the professor in hands-on activities. This is a role change; instructors give up their front-of-the-class position in favor of a more collaborative and cooperative contribution to the teaching process and students are no longer passive participants in the education process but are held more responsible for their own learning. Flipping the classroom energizes the classroom experience and transforms it from merely covering material to applying concepts and working toward mastery.

A substantial body of research on student-centered, active learning strategies supports the effectiveness of the flipped classroom in increasing student learning and achievement (e.g., Prince, 2004; Michael, 2006). Active learning is associated with improved student academic performance (Hake, 1998; Knight & Wood, 2005; Michael, 2006; Freeman, 2007; Chaplin, 2009), and increased student engagement, critical thinking, and better attitudes toward learning (O'Dowd & Aguilar-Roca, 2009).

The flipped learning model provides that bridge to a learner-centered classroom environment, thereby enabling deeper learning (Bergmann & Sams, 2012) that today's educators are seeking. Gojak (2012) noted that educators should not ask should I flip my classroom?" but instead should ask how they can use the tenants of this model to become more effective and increase their students' conceptual understanding. Just a few years ago, flipped learning was predominately at the secondary level. Recent surveys (FLN, 2014) report that 27% of higher education educators have flipped at least one class. Of those who have flipped a class, 96% say they would recommend this model to their colleagues. Clearly, flipped learning is energizing not only the classroom experience but the whole learning process.

Objectives. Participants will leave this session with:

- An understanding of the design, methodology, and advantages of the flipped classroom model.
- A first-hand look at the structure of a flipped class and how it can transition a class from a teacher-center to learner-centered experience.
- An outline of a personal plan to flip their classroom (whether it be a single class session, a chapter, or an entire course).
- Confidence to consider flipping a class upon return to their institution.

Outcomes. At the conclusion of this presentation, session participants will be able to:
- Describe what a flipped classroom model looks like and the potential benefits this has to offer in helping students become more successful.
- Identify a five strategies and tools that can be used to promote active engagement with students.
- Have a personalized roadmap that they have sketched out to implement the flipped model in their classroom.
- Have a variety of references and resources related to the flipped classroom model that they can review and use at their own institution.

Active Learning Strategies. This session will have a fast-paced tempo of active learning activities, including:
- At key transition points, participants will be asked to pair up with another participant and verbally share for 45 seconds in a Rapid Rendezvous Activity something they just learned and would like to try out when they return to their institution.
- All participants will be asked to develop their own Personalized Implementation Planning Guide (e.g., handout) which will help them lay out how they might approach flipping a class upon return to their institution.
- The session will conclude with a 3-2-1 Reflective Summary. Each participant will be asked to reflect on the session and then write down three things that they learned, two things they want to learn more about, and one thing they plan to share with someone.
- An online backchannel (e.g., todaysmeet.com) will be established enabling participants to engage one another virtually during the session and post comments and questions. At the end of the session, this will be reviewed and questions posted will be addressed.

Bergmann, J. & Sams, A. (2012). Flip Your Classroom: Reach Every Student in Every Class Every Day. International Society for Technology in Education.

Chaplin S. (2009). Assessment of the impact of case studies on student learning gains in an introductory biology course. J. College Science Teaching, 39, 72-79.

Flipped Learning Network and SOPHIA (2014). Growth in flipped learning: Transitioning the focus from teachers to students for educational success. Retrieved from http://flippedlearning.org//site/Default.aspx?PageID=95

Freeman S., O'Connor E., Parks J. W., Cunningham M., Hurley D., Haak D., Dirks C., Wenderoth M. P. (2007). Prescribed active learning increases performance in introductory biology. CBE Life Science Education, 6, 132-139.

Gojak, L. (2012, October). To Flip or Not to Flip: That is Not the Question! National Council of Teachers of Mathematics. Retrieved from http://www.nctm.org/about/content.aspx?id=34585

Hake, R. (1998). Interactive-engagement versus traditional methods: a six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 16, 64-74.

Knight J. K., & Wood W. B. (2005). Teaching more by lecturing less. Cell Biology Education, 4, 298-310.

Michael, J. (2006). Where's the evidence that active learning works? Advances Physiology Education, 30, 159-167.

O'Dowd, D. K., & Aguilar-Roca, N. (2009). Garage demos: using physical models to illustrate dynamic aspects of microscopic biological processes. CBE Life Science Education, 8, 118-122.

Prince, M. (2004). Does Active Learning Work? A Review of the Research. Journal of Engineering Education, 93, 223-231.

Lead Presenter

Erik Christensen holds engineering degrees from the U.S. Naval Academy and the Massachusetts Institute of Technology. He teaches physics and astronomy at South Florida State College and for Florida Keys Community College. He was an ISKME OER Fellow 2012-2013. Erik is a frequent presenter on his creative approaches to teaching and has presented at the SLOAN-C International Conference on Online Learning, SLOAN Emerging Technologies for Online Learning, SACSCOC Annual Meeting, SACSCOC Summer Institute, STEMtech, SXSWedu, D2L Fusion, Connexions, and Cosmos in the Classroom.