What is Flipped Learning ?

21st century digital native learners are defining new standards for their potential and desire in learning. They are pining to learn with technology that is contained in a self-directed learning approaches. One of the up-to-the-minute tendencies in education is the flipped classroom: Computer-savvy students turn to online videos for the content normally taught in class and use class time to collaborate in discussion with peers and instructors. Originally developed in 2000 by Wes Baker at Cedarville University in Cedarville, Ohio. (Hennessy M., 2012).The flipped classroom is a relatively new model that is increasingly attracting educators to study its potential on enhancing students’ achievement. In a flipped approach, the instructional model is redesigned to more tailored and personalized learning experience. This is expected to lead to a more effective career readiness. This new educational paradigm, requires developing interactive content, add resources to enrich the students’ learning process resulting in incredibly engaging students in their learning process. Flipped Learning is defined as a “pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter.” (Yarbro J., Arfstrom K., McKnight K. McKnight 2014). Flipped Learning Network has identified four pillars for the flipped learning model. These four pillars are the backbone of the practice and need to be incorporated by the teachers;
 Flexible Environment
 Learning Culture
 Intentional Content
 Professional Educator
With flipping, the strategy used to reach learners is important. The instructor carefully selects and utilizes flexible features of learning environments to design instruction that meets diverse learner needs. He or she distinguishes lower-level and higher-level cognitive skills and makes decisions about what to deliver, and how to deliver it in a way that maximizes class time and leads to deep, meaningful learning. (Estes M., Ingram R., James J. 2014). The approach is promising and potential, however it require more academic research as there is shortage in the field as such.

References:
Estes M., Ingram R., Liu J. (2012). A review of flipped classroom research, practice, and technologies. Retrieved from https://www.hetl.org/feature-articles/a-review-of-flipped-classroom-research-practice-and-technologies/

Flipped Learning Network. (2014). the four pillars of F-L-I-P. Flipped Learning Network. Retrieved from http://flippedlearning.org/cms/lib07/VA01923112/Centricity/Domain/46/FLIP_handout_FNL_Web.pdf.

Hennessy M. (2012). New study on the flipped classroom by Concordia Portland’s Dr. Jeremy Renner shows mixed results. Retrieved from http://education.cu-portland.edu/blog/students-faculty-alumni/new-study-on-the-flipped-classroom-by-concordias-dr-jeremy-renner-shows-mixed-results/

Yarbro J., Arfstrom K., McKnight K. McKnight P. (2014). Extension of a review of flipped learning. Retrieved from http://www.flippedlearning.org/cms/lib07/VA01923112/Centricity/Domain/41/Extension%20of%20FLipped%20Learning%20LIt%20Review%20June%202014.pdf

Copyright 2015 Bashaer M. Al Kilani

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