A Flipped Classroom Experience: Approach and Lessons Learned

Student perceptions and lessons learned from flipping a masters level public health course | Perceptions des étudiants et leçons tirées d’une classe inversée pour un cours de maîtrise en santé environnementale et professionnelle

Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie ◽

10.21432/t2t90j ◽

2015 ◽

Vol 41 (2) ◽

Cited By ~ 1

Author(s):

Lindsay P. Galway ◽

Barbara Berry ◽

Timothy Takaro

Keyword(s):

Public Health ◽

Focus Group ◽

Student Perceptions ◽

Flipped Classroom ◽

Lessons Learned ◽

Instructional Model ◽

Santé Environnementale ◽

Health Course ◽

Using Data ◽

Groupe De Discussion

The flipped classroom instructional model has emerged as an alternative to conventional lecture-based teaching that has dominated higher education for decades. In 2013, a cohort of graduate-level public health students participated in a flipped environmental and occupational health course. We present the design, implementation, and evaluation of this course. Using data collected from a post-course survey, focus group sessions, and classroom observation, we examine student perceptions of the flipped classroom instructional model and synthesize lessons learned from flipping the classroom more broadly. Post-course survey data indicate that students had generally positive perceptions towards the flipped classroom instructional model. Four major themes emerged from the focus group data in relation to perceptions of the flipped classroom: knowledge application, content delivery, innovation, and connecting the online and in-class components. These results are promising and suggest that this approach warrants further consideration and research. Le modèle pédagogique de la classe inversée a émergé comme solution de rechange à l’enseignement traditionnel par cours magistraux qui a dominé l’éducation supérieure pendant des décennies. En 2013, une cohorte d’étudiants en santé publique aux cycles supérieurs a participé à un cours inversé sur la santé environnementale et professionnelle. Nous présentons la conception, la mise en œuvre et l’évaluation de ce cours. À l’aide de données recueillies par l’entremise d’un sondage après le cours, lors de séances de discussion en groupe et d’observation en classe, nous examinons les perceptions qu’ont les étudiants du modèle pédagogique de la classe inversée et résumons les leçons tirées qui sont pertinentes pour les cours inversés en général. Les données du sondage réalisé après le cours indiquent que les étudiants avaient des perceptions pour la plupart positives du modèle pédagogique de la classe inversée. Quatre thèmes principaux ont émergé des données du groupe de discussion relativement aux perceptions sur la classe inversée : mise en application des connaissances, diffusion du contenu, innovation et lien entre les composantes en ligne et en classe. Ces résultats sont prometteurs et suggèrent que cette approche devrait faire l’objet de plus de considération et de recherche.

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MULTIMEDIA RESOURCES AND TOOLS FOR FLIPPED CLASSROOM. EXPERIENCE IN HIGHER EDUCATION

EDULEARN16 Proceedings ◽

10.21125/edulearn.2016.1932 ◽

2016 ◽

Author(s):

Jesús Sergio Artal Sevil ◽

Enrique Romero Pascual ◽

Juan Manuel Artacho Terrer

Keyword(s):

Higher Education ◽

Flipped Classroom ◽

Classroom Experience ◽

Multimedia Resources

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Designing a Flipped Classroom in a Higher/Teacher Education Context in the Caribbean

Flipped Instruction ◽

10.4018/978-1-5225-1803-7.ch016 ◽

2017 ◽

pp. 274-295

Author(s):

Jacqueline A. Morris ◽

Ayles-Anne Wilson

Keyword(s):

Learning Strategies ◽

Flipped Classroom ◽

Learning Experience ◽

Lessons Learned ◽

Instructional Materials ◽

Caribbean Students ◽

Higher Level Thinking ◽

Active Learning Strategies ◽

The Caribbean ◽

Context Of Learning

Set in a tertiary level environment for adult learners, the process involved in flipping a classroom is elucidated. This chapter is not a research paper, but rather a primer that can assist the reader to implement the flipped model in their own practice. The chapter sets out to discuss our experiences with Flipped learning in the Caribbean and what we learnt from it. Is it useful in our Caribbean Higher Education context? Will it assist Caribbean students to mastery of their subjects? Benefits can include an increased ability to use active learning strategies, to focus on higher level thinking activities, and to maximise use of faculty-student time. The chapter covers the rationale and theory of the Flipped method, and its positioning in the context of learning strategies. It then covers the instructional design facets of developing a flipped course, including the instructional materials, so that the entire process focuses on structuring the learning experience. It discusses the experiences of the authors in implementing the flipped model in their own practice, and the lessons learned from that experience. The environment necessary to implement the method is discussed, as well as best practices in the use of tools, assessment, evaluation, all drawn from the experiences of the authors.

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Designing a Flipped Classroom in a Higher/Teacher Education Context in the Caribbean

Advances in Educational Marketing, Administration, and Leadership - Assessing the Current State of Education in the Caribbean ◽

10.4018/978-1-5225-1700-9.ch011 ◽

2017 ◽

pp. 262-288

Author(s):

Jacqueline A. Morris ◽

Ayles-Anne Wilson

Keyword(s):

Learning Strategies ◽

Flipped Classroom ◽

Learning Experience ◽

Lessons Learned ◽

Instructional Materials ◽

Caribbean Students ◽

Higher Level Thinking ◽

Active Learning Strategies ◽

The Caribbean ◽

Context Of Learning

Set in a tertiary level environment for adult learners, the process involved in flipping a classroom is elucidated. This chapter is not a research paper, but rather a primer that can assist the reader to implement the flipped model in their own practice. The chapter sets out to discuss our experiences with Flipped learning in the Caribbean and what we learnt from it. Is it useful in our Caribbean Higher Education context? Will it assist Caribbean students to mastery of their subjects? Benefits can include an increased ability to use active learning strategies, to focus on higher level thinking activities, and to maximise use of faculty-student time. The chapter covers the rationale and theory of the Flipped method, and its positioning in the context of learning strategies. It then covers the instructional design facets of developing a flipped course, including the instructional materials, so that the entire process focuses on structuring the learning experience. It discusses the experiences of the authors in implementing the flipped model in their own practice, and the lessons learned from that experience. The environment necessary to implement the method is discussed, as well as best practices in the use of tools, assessment, evaluation, all drawn from the experiences of the authors.

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A CASE STUDY ON BLENDED LEARNING IN ENGINEERING EDUCATION

Proceedings of the Canadian Engineering Education Association (CEEA) ◽

10.24908/pceea.v0i0.6489 ◽

2017 ◽

Author(s):

Jeffrey Harris ◽

Charles Park

Keyword(s):

Blended Learning ◽

Flipped Classroom ◽

Lessons Learned ◽

Learning Problem ◽

Thermal Energy Conversion ◽

Classroom Space ◽

Online Lectures ◽

Hands On ◽

Hands On Learning

This paper explores a case study of implementing blended learning in a third-year engineering course. In “Mechanical and Thermal Energy Conversion Processes”, blended learning was implemented by flipping the classroom (i.e. reversing the roles of lectures and homework) for selected units of the course. While flipping an entire course can be a significant undertaking, it can be much easier to take a blended approach and only flip lectures on selected topics. Many studies on flipped classroom learning have focused on the production of online lectures and active learning methods; often these case studies have overlooked the mechanisms to bring homework into the classroom. In this case study, homework was adapted into a variety of in-class activities, composed of hands-on learning, problem solving, and classroom discussions. In addition, a variety of classroom space types were used to conduct these activities. In this paper, the successes, challenges, and lessons learned for each type of activity and classroom space are discussed. Strategies for student engagement and acceptance of blended learning are also discussed.

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