This is my new post after a long break. There was a serious technical problem about my blog and it took a long time to get it fixed. In my previous post, I wrote about the classroom management course that I flipped. The article describing the flipping process and comparing the flipped and the non-flipped classes has recently been published in the Journal of Educational Technology and Society. Here is the abstract of the article:
Implementing the Flipped Classroom in Teacher Education: Evidence from Turkey
The flipped classroom, a form of blended learning, is an emerging instructional strategy reversing a traditional lecture-based teaching model to improve the quality and efficiency of the teaching and learning process. The present article reports a study that focused on the implementation of the flipped approach in a higher education institution in Turkey. For this pretest-posttest quasi-experimental study, a classroom management course in a pre-service English teacher education program was flipped and its effectiveness was measured against a traditionally taught class. Quantitative and qualitative data came from 62 preservice teachers (PTs) in two intact classes randomly assigned as the experimental and the control groups. Findings revealed a higher level of self-efficacy beliefs and better learning outcomes for the experimental group PTs in the flipped classroom compared to the control group PTs in the traditional classroom. PTs’ perceptions of the flipped classroom were also positive.
You can read the full article here.
In one of my previous posts, I wrote about Blended Learning and Flipped Classroom. For the last two years, I have been flipping the Classroom Management course I offer in my department (ELT). Last year I offered the course in four sections but applied the flipped model only to one group. I collected data to measure the effectiveness of the flipped classroom against a traditionally taught classroom. Data analysis revealed better learning outcomes for students in the flipped classroom and their perceptions of the flipped classroom were quite positive (I wrote an article about this study and will share it here when it gets published- it is in the process of publication). Thus, this semester, I apply the flipped model to all groups.
Content of the Classroom Management Course was traditionally covered by lectures. Students came to class having read the assigned chapters and they listened to the lectures usually delivered using power-point slides. Due to the limited class time and crowded classes, not much time could be allocated for practice-based activities- which are actually must for developing classroom management skills.
Now, in the flipped model, students watch video lectures created by me and shared on Edmodo before coming to each class. All theory is covered in those video lectures. They also do an online quiz that matches the content of the video shared. Face to face classroom time is now spent carrying out practice-based interactive tasks- in pairs or groups- such as offering solutions to classroom management related problems presented in case scenarios, designing newsletters or role-playing teacher-parent meetings. This way, students have the opportunity of dealing with real classroom problems and applying their theoretical knowledge into practice.
To create videos, I used Present.me– an online service that allows users combine online presentations with audio and video streams and create links for the viewers.
The following is the introductory video I shared with the students about their flipped course.
Here is one of my lecture videos.
I am planning to flip more courses in the coming years as I personally experience its advantages for both my teaching and students’ learning. I also recommend it to all teacher educators who are to offer theory-based courses in their departments.
I finally invite my students who are engaged in flipped learning in the Classroom Management course to share their experiences in and perceptions about it as a comment to this post.
In this post, I will be focusing on the terms Blended Learning and Flipped Classroom.
Blended learning has gained increasing popularity with the integration of technology in the teaching and learning environments. It simply refers to the combination of classroom instruction with computer technology (online/offline activities and/or materials).
Flipping a classroom is a blended learning approach in which traditional lectures are provided online while classroom time is spent on using active learning methods. More specifically, students prepare for in-class activities prior to class by watching online lecture videos and do homework in class! During the class time, students inquire about the lecture they watched before coming to the class, apply the knowledge they gained and participate in hands-on activities or collaborate on projects.
The following simple graphic (from here) illustrates the idea of flipping a classroom.
This infographic provides a good summary of flipped classrooms.
Here is a short but very informative article about flipped classrooms. The article begins with a scenario exemplifying a flipped classroom, continuous with its definition and ends with some implications for learning and teaching.
For more detailed information on flipped classrooms, visit this page and learn more about it.
Finally, this article presents an approach to developing flipped courses.
This year, in the department, I am planning to “flip” one of my teacher education courses. I will be sharing the details soon.