Applying Bloom’s revised taxonomy to a flipped classroom, students are doing the lower levels of cognitive work (remembering and understanding) outside of class, and focusing on the higher forms of cognitive work (applying, analysing, evaluating, and creating) in class, where they have the support of their peers and instructor (Brame, 2013). The flipped classroom model addresses this in The Flipped Manifest (Bennet, et al., 2011): Learners have immediate and easy access to any topic when they need it, leaving the teacher with more opportunities to expand on higher order thinking skills and enrichment. Offloading some information transfer allows a classroom to develop that understands the need for teacher accessibility to overlap with cognitive …show more content…
There is considerable evidence to support the effectiveness of active learning, improvement in students’ recall of information and the usefulness of students’ engagement in improving academic performance (Prince, 2004). Benefits of the flipped classroom strategy cited by many researchers include: increased time for engaging instruction (Milman, 2012); students can study at their own time and pace rather than listen to a lecture on a topic that they already understand and can view lectures on mobile devices whenever they are ready (Frydenberg, 2012; Steed, 2012); lectures can be viewed as often as needed to understand a topic, and recorded lectures are more time efficient (Frydenberg, 2012). Furthermore, the flipped classroom technique is good for teaching procedural knowledge, which is knowledge about how to do something, such as solving an accounting problem (Milman, …show more content…
Although the author does not claim increased learning compared with the traditional classroom, students’ feedback suggests that the flipped classroom approach was more effective than listening to an in-class lecture. In the area of methodology, literature has shown that the most prominent studies on flipped classroom used quasi-experimental approach of the pretest-posttest method (Fulton, 2012; Hamdan, McKnight, McKnight, & Arfstorm, 2013; Strayer, 2012; Bergmann and Sams, 2012; Acton & Knorr, 2013; Roach, 2013; Tucker, 2012; Reeve, 2013 and Rozinab, & Siti, 2014). This informs the choice of the method used in this
Seery, M. K., & Donnelly, R. (2012, July). The implementation of pre-lecture resources to reduce in-class cognitive load: A case study for higher education chemistry. British Journal of Educational Technology. Wiley-Blackwell. Retrieved from 10.1111/j.1467-8535.2011.01237.x
Stiggins, R., & Chappuis, J. (2008). Enhancing Student Learning. Retrieved from July 2009 from, http://www.districtadministration.com/viewarticlepf.aspx?articleid=1362.
The idea of a flipped classroom originally came about in the 1980s when Eric Mazur developed a computer-based instruction to guide students through the lessons outside of his class. He did this because he felt his students needed him most during the class time (Schultz, 2014). Through time the idea of the flipped classroom has continued to be expanded on. In 2000, Lage, Platt, and Treglia published a study titled “Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment.” This study stated that different learning styles are no longer limited by time constraints or the possible loss of content. According to Lage, Platt, and Treglia, “Inverting the classroom means that events that have traditionally taken place inside the classroom now take place outside the classroom” (Lage, Platt, & Treglia, 2000, p. 32). Lage, Platt, and Treglia wanted to reach students with different learning styles by providing options for the students to use in learning outside of class and to increase their interaction with the students and teacher inside of class
“In most Flipped Classrooms, there is an active and intentional transfer of some of the information delivery to outside of the classroom with the goal of freeing up time to make better use of the face-to-face interaction in school.”
With this claim, it has been proven that both of the learning styles need to be demonstrated well for full utilization of information. This will, therefore, contribute greatly to the student’s grades and hence in the student’s overall success in college.
Pritchard, A. (2008). Ways of learning: Learning theories and learning styles in the classroom. New York, NY: Taylor & Francis e-Library.
Hawk, T. F., & Shah, A. J. (2007). Using learning style instruments to enhance student learning. Decision Sciences Journal of Innovative Education, 5(1), 1-19.
The flipped classroom is founded on four precepts (Hamdan, McKnight, McKnight and Arfstrom, 2013). The first is that it requires a flexible environment populated with a wide range of learning modes. This will often require a reorientation of the physical space in order to facilitate these different learning modes. The learning environment may become more ‘chaotic and noisy’ (Hamdan, McKnight, McKnight and Arfstrom, 2013, p. 5). The process of assessment and timelines for learning needs to be flexible (Hamdan, McKnight, McKnight and Arfstrom, 2013). Assessment instruments may need to be ...
The use of these learning theories and research based instructional strategies increases the probability of successful student learning within this instructional unit.
A high quality hybrid course is not constructed simply by attaching web content to an existing classroom curriculum. Ideally, it should be a unique blended entity that provides improvements on both the online and offline classroom model to create a new and challenging educational experience. Education researcher Norman Vaughan asserts that hybrid education should change the tone of classroom sessions “from a presentational format (i.e., lecturing and information dissemination) to one of active learning (i.e., discussion and debate)” (83). Vaughan then goes on to cite fellow researcher Dodge to bolster his claim that “this form of active learning ‘involves putting our students in situations which compel them to read, speak, listen, think deeply, and write’” (Dodge...
“According to results of a new national research study, 78% of more than 1,000 students surveyed still believe it is easier to learn in a classroom”. USA today, (2016) Students are able to physically see the work and are able to use tactile stimulation for their learning needs. Face to face students are able to find out the type of learner they are. In discovering their learning style students can use their knowledge to guide them in their educational experience and needs.
To support these principles as to how people learn, there have been many studies and surveys developed that provide more information to students and teachers alike. For example, according to the University of Illinois Extension, “Only 10 percent of secondary students learn best auditorily, but 80 percent of instructional delivery is auditory.” Along with the statistical information of the group research, there
Students are more attentive when actively involved in the learning process. By the lesson being centered on the student, they feel their role in the activity is important. Active learning is especially important in educating young children because it not only keeps student interested in the lesson, but also helps students to retain more information. “Research shows that when people are engaged in doing something rather than just listening and watching they actually learn better.” (Peterson, 1996) Being that students are learning fundamental lessons in their early childhood, it is important that they retain the information that they learn. Active learning also has the benefit of promoting attributes that employers will val...
The inclusion of engaging activities in this course is not completely clear from the information provided in the syllabus. While details about the texts that will be covered throughout the tentative course outline are shared, there is very little information on the actual learning activities that will be completed by students. In several areas of the syllabus, lists of activity types are given without description. It is stated that students will conduct research, work in groups, keep journals, and take quizzes, but there is no additional information about the expectations or format these assignments will take. The depth of knowledge on these activities is unclear, but may be an area of concern. Rigor is mentioned, but not substantiated with examples or evidence. While this may not be indicative of the actual learning experiences that students complete in class, the actual information on the syllabus guides the reader to the conclusion that students will primarily remain in the lower levels of Bloom’s Taxonomy, for example remembering and understanding, in regards to thinking skills accessed (Ainsworth, 2010, Reeves, 2006). With additional explanation, any confusion or doubt about the focus and purpose of the assignments for this course would be
... learning and student satisfaction. Denying students the additional method of teaching is to deny that technology has replaced much of the rote learning used in traditional classrooms.