Hotle and Garrow drawing from Wilson note that “[the present] “technologically savvy [generation]…expect faculty to incorporate technology into their teaching” (1), with one approach being “the flipped classroom…[which] promote[s] the use of technology as well as active and collaborative learning in the classroom” (1); contrary to the traditional classroom which does not incorporate technology but rather “an in-class lecture and out-of-class problem solving” (1). Hotle and Garrow propose to “compare student performance and opinions in the flipped and traditional classrooms [by] using advanced data collection techniques” (2), to understand students’ preference, performance, time management and perception of benefits and disadvantages in a flipped or traditional classroom (2). Hotle and …show more content…
Hotle and Garrow claim that “the inability to ask questions [in the flipped classroom approach] appears to be a critical issue” and “by viewing lectures ahead of time, students lose the ability to ask questions… [resulting in] the lack of immediate feedback [which] may prevent deeper understanding of the material” (10). I wonder if immediate feedback can be provided in other ways apart from office hours, or are students limited to this system to clarify doubts? Students may complain that professors are not available most of the time to clarify their doubts, and their schedule is outside the availability of a professor during office hours. Professors can try to bridge the gap between students and themselves by creating online question boards pertaining to the course. These online boards provide a platform for students to ask questions and elicit a response from a peer or a professor, mediated by a professor or teaching assistant to ensure that the answer is accurate. In this way, students can both test their understanding of a concept while answering questions, or receive the benefit
In the article Should Colleges Really Eliminate the College Lecture? by Christine Gross-Loh, Loh discusses the relevance of traditional college lectures and how it could become obsolete in the near future. She explains how a “flipped classroom” could be more beneficial in terms of academics and show improvements in students learning abilities.
Doing that involves an increasing mastery of skills, knowledge, and ideas." (Robinson, p. 119) The mentioned idea can be used to motivate students to participate in the learning process. The same way young children learn playing with others, the older child can do it experimenting and prove their theories. As a teacher is easy to noticed the difference between a lesson that is pure theory, and the lesson that incorporates creative factors. Students present a better behavior during the lesson, participate, interact, formulate questions and get the answers working together without
El Mansour, Bassou, and Davison M. Mupinga. "Students' positive and negative experiences in hybrid and online classes." College Student Journal 41.1 (2007): 242+. Academic OneFile. Web. 15 Apr. 2014.
The results of a student being asked this useless information results commonly in cheating and apathy. A student who is expected to memorize information that lacks value will often turn the cheating in order to avoid time spent memorizing unnecessary facts. Dr.Glasser suggests a different approach in testing by suggesting open note tests and write-in answers. The demonstration and application of the information to be learned should be explained in-depth. A student should be encouraged the challenge the curriculum at any time to ask how the information provided might be useful.
Truthfully this method allows the student to simply memorize information and spit it back out for a test and severely lacks all critical
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
Flipped classrooms rely on technology because teachers must record themselves teaching the lecture and post the videos online for students to access. It then becomes the responsibility of the student to watch the lecture and take the time to comprehend the information. This method “enables educators to make the shift from teacher driven instruction to student-centered learning” (Hamdan et al. 4.) The teacher’s role is very important as they plan the class’ aspects but the success of a flipped classroom, however, depends on the student’s ability to take control of their learning. Many people have strong opinions about both sides of the debate causing strong controversy amongst educators. Even though the flipped model is relatively recent, there is quantitative and qualitative research available supporting the key aspects of the flipped model (Hamdan et al. 6.) Hopefully with more classrooms using this method, we will have more scientific evidence supporting the use of a flipped
This is the first class I have taken that has used the flipped classroom approach, so it was very new to me. Doing the homework on the chapters before doing the material in class was a big thing to get used to, but I felt it helped force me to understand. The effort and time put into teaching yourself material really makes you focus on it more. Though I could not understand everything on my own, which was always resolved in class a few days later. To me the group work helped the most with the flipped classroom concept.
They were 55 students in the class and 53 in the other class by the end of the semester they find out that the two classes are equal in results this journal article concluded that flipped classroom doesn't produce higher student outcomes than the non-flipped classroom instructor can flip the classroom or not they have to improve the learning outcomes by involving students actively in the learning process, construct their own knowledge and they must passively listen to lectures. Roberta Munoz talks about the importance of flipping classroom. Foremost, she mentions that flipped learning let the students read the lectures out of the classroom and children start to feel more comfortable in using their home computer and teachers start to give the student's instructional videos and assign the students to watch their lessons at home this helps the students and allow them to know their information easily because they can pause and rewind the lecture video when they
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 ...
Online education, while offering clear advantages such as supporting a self-paced learning experience by allowing learning on an on-demand basis rather than a strict class schedule, also has significant drawbacks. Students in an online only course may struggle with structure and content without hands-on instruction, which can help motivate students who otherwise may be distracted or have difficulty working independently. The traditional structure of classroom education is effective, but also comes with a set of obstacles, particularly for nontraditional students. The best way to bridge this gap is hybrid education, which combines technology and personal interaction to support efficiency and self-paced learning while keeping students motivated, social, and connected to their professors and their peers through face to face interactions. While this newer learning model is still under investigation, there is evidence to prove that hybrid courses can lead to academic success.
Throughout history technology has been the driving force of change. From movable type, to television, to the Internet, technology has been embraced and incorporated into our daily lives. Within the constructs of civilized society, the vast rewards of technological innovations have far outweighed the negatives. The digital revolution has altered conceptions of time and distance. It has created a wealth of information that is available at the stroke of a key. Not since the invention of the printing press has the distribution and consumption of information been so democratized. The rapidly changing technological landscape has put students and teachers in the cross-hairs. Can students be positively impacted by this digital revolution? Has the wave of technology that has swept through in recent years improved teaching and learning in the classroom? Utilizing various research tools such as Boise State University's Albertsons Library database, Google Scholar, and other online tools to access peer-reviewed journals, this paper will demonstrate that technology in the classroom results in increased student performance. great intro, Evan. -Barbara Schroeder 5/6/10 7:51 AM
allows teachers and students to keep up with things they learn or are taught by letting them try
... 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.
Technology has changed many aspects of our lives, so why should we expect less of the classroom atmosphere? Technology in the classroom has changed the way students learn and the way teachers teach. Technology today is integrated into the classroom as a teaching tool rather than being taught as a course. There are many ways that technology is used in today’s classroom such as the World Wide Web, Power Point, and Excel (Starr, 2011). Teachers will continue to be the most important aspect of a child’s education because they teach and technology does not. The use of technology in the classroom can bring advantages to a child’s education but can also bring disadvantages (Cleaver, 2011).