The flipped classroom - A good in-class and out-of-class use of ICT

In this module we have looked at a number of different ways in which computer technology can be used in the classroom and the advantages and challenges associated with their use. Some of the challenges or concerns highlighted were the question of parents ability to monitor and support the students at home, and that of the students using their out of class time in constructive educational use of the computer. I see the flipped classroom model as supporting the introduction of the computer in the classroom as well as helping to address a number of these disadvantages or concerns that we have highlighted.

I have found the following pointers from the various literatures that were read to be quite instructional:

The flipped classroom model inverts traditional methods delivering instruction online outside of class and moving ‘homework’ into the classroom

-          Students watch lectures at home at their own pace, communicating with peers and teachers via online discussion

-          Concept engagement takes place in the classroom with the help of the instructor

Educational technology and activity learning are two key components of the flipped classroom model.

Two key factors which serve as driving force for the adoption of the flipped classroom model are poor learning outcomes resulting from the traditional one-size-fits-all teaching methods which results in limited concept engagement with consequents such as high dropout rates, and increased prevalence of online educational videos

In the flipped classroom model 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. This allows for more time to individualize instruction in the class time and keeps content alive for remediation, review, or other reference when needed. 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 load. That is, when students are assimilating information, creating new ideas, etc. (upper end of Bloom's Taxonomy) the teacher is present to help scaffold them through that process.

The flipped classroom is part of a comprehensive instructional model that includes direct instruction, inquiry, practice, formative and summative assessment and much more. It also allows teachers to reflect on and develop quality and engaging learning opportunities and options for internalization, creation, and application of content rather than just fluff or time filling assignments.

The flipped classroom incorporates blended learning. Blended learning combines online with face-to-face learning. The goal of blended learning is to provide the most efficient and effective instruction experience by combining delivery modalities

The Flipped Classroom is an intentional shift of content which in turn helps move students back to the center of learning rather than the products of schooling. However, we do recognize that it can have a profound impact on issues including student motivation, achievement, and engagement.