The Flipped Classroom Model by MADDrawProductions

By Marwa Kotb.

Flipped classroom was one of the open discussion forums of my first week in the PIDP 3250 instructional strategies module, unfortunately I didn’t participate in but I learned a lot from the resources and information given by my colleagues.

There is considerable amount of focus on the model whether in articles, blogposts or market materials that certify instructors who desire to flip their classrooms. According to EDUCAUSE “The flipped classroom is a pedagogical model in which the typical lecture and homework elements of a course are reversed. Short video lectures are viewed by students at home before the class session, while in-class time is devoted to exercises, projects, or discussions.”( 2012, February 7). In this post I will outline some of benefits and challenges of using flipped classroom approach.

Benefits of Flipped Classroom

•  The urgency to adapt to Millennial learning needs, many educators failed capture the attention of today’s students, Millennial students using the rapid technology in all their daily tasks have less tolerance for lecture style (Roehl, Reddy & Shannon, 2013).
• The high demand for experiential learning which “is the learning gained from experience, from actually ‘doing’.” (Helyer & Corkill, 2015, p.121).
• In traditional lecture students try to capture what is being said at the instant by the instructor without reflecting on it, by contrast flipped classroom let students move on their pace they can find their matching learning style and thus increase their educational outcome, each student can rewind and review sections or skip sections that they understand, captions provided on videos can help students with hearing impairments as well as students that English isn’t their first language.
• During in-class time students are able inquire about the lecture, test their knowledge and interact with one another that will increase students confidence and social skills, flipped classroom approach helped the instructors to find out the difficult concepts in their lecture before they come to class possibly through an online assessment and they can adjust what to be done in class depending on the feedback which is known as “just-in-time-teaching” (EDUCAUSE, 2012, February 7).

Challenges of Flipped Classroom

• Careful preparation is required to make an effective flip, and recording the lectures takes a lot of time and effort.
• Finding an engaging and appropriate content isn’t easy, face to face session must be productive and engaging, if the instructor can’t come up with good in-class activities and filled the time with more lecturing it would have more negative experience than traditional classroom.
• Some students are resistant to flipping, they don’t appreciate the value of the model and might come to class unprepared.
• Some students might have internet access problems or their access might not support rapid delivery of video.

• EDUCAUSE. (2012, February 7). Things you should know about:Flipped classrooms . Retrieved from http://www.educause.edu/library/resources/7-things-you-should-know-about-flipped-classrooms
• Helyer, R., & Corkill, H. (2015). Flipping the academy: Is learning from outside the classroom turning the university inside out?. Asia Pacific of Cooperative Education, 16(2), 121-135. Retrieved from http://apjice.org
• MADDraw productions. (2012, May 27). The Flipped Classroom model [Video File]. Retrieved from https://www.youtube.com/watch?v=ojiebVw8O0g