Transcript The Flipped Classroom: A Case Study from Thai Higher Education

The Flipped Classroom: A Case
Study from Thai Higher Education
Songsan Udomsilp
Faculty of Social Sciences and Liberal Arts,
North-Chiang Mai University
Chiang Mai, Thailand
Outline
1.
2.
3.
4.
5.
6.
Background
Course Redesign and Implementation
Teacher Role as Coach
The Flipped Classroom Concept
Learning Resources and ICT Enable Learning
Conclusion and Recommendation
1. Background
• Information Technology Entrepreneurship
Course (IT Entrepreneurship).
• School of Information Technology, Mae Fah
Luang University, Chiang Rai Province.
• November 2013 – Febuary 2014.
• Third -year students, 68 participants.
1. Background
• Met twice a month on Saturday from 10.00
A.M. to 5.00 P.M.
• A total of 42 hours of class time.
1.1 Reasons for Course Redesign
• The nature of the course was quite a
challenge for students and the teacher in
acquiring a conceptual framework for
starting up a business.
• The long hours of class meeting on Saturday.
• The long wait between class meetings.
• motivation generated by having a chance to selflearn, with self-pacing, as well as learning with
friends or peer-learning ( Author’s).
2. Course Redesign and
Implementation
• After studying the IT Entrepreneurship course
syllabus, and breaking down the issues and
concepts :
• 5 major tasks to be done by the author as the
teacher before the first class meeting and
with student's agreement and consensus
later in the first week of the class.
2. Course Redesign and
Implementation
• Firstly, surveying and listing of the resources
available and related to the matter of being a
new entrepreneur both in printed and online
materials.( interesting, ease to understand,
access and applicable ).
8 referenced books recommended on the list of resources for
self-study and one e-Learning software from Hewlett
Packard( HP life e-Learning in Entrepreneurship :
http://www.life-global.org/en/LEARN-ONLINE/HP-Life-e-Learning
2. Course Redesign and
Implementation
• Secondly, listing necessary topics for selfstudy and for group-study before each class
meeting :
Ex: Lesson plan of the topics for learning
2. Course Redesign and
Implementation
• Thirdly, planning for a communication
medium or a channel to be used before ,
during , and after the class. It had to be some
technology related to Information
Communication Technology (ICT) which can
be some Learning Management
Software(LMS) or social networking such as
Facebook or Google Group etc.
2. Course Redesign and
Implementation
• Facebook was chosen and agreed among the
students for the whole semester
before ,during ,and after the class by the
whole class and each group collaborated as
well as sharing and announcing useful
information.
2. Course Redesign and
Implementation
• Fourthly, designing and planning activities
which were to take place during every class
meeting :
Class warm-up, quizzes or writing down the main concepts
of what was assigned for self-study during the prior week.
Each group presented during each class meeting and
followed up with a discussion on their presentations.
2. Course Redesign and
Implementation
• The fifth and final task, that of designing
assessment and evaluation criteria for the
class.
• Conducting a class in this manner required
that student performance be based on the
results of their learning ;
2. Course Redesign and
Implementation
the quality of their group work, the process of
their learning, their individual improvement
in skills, and their critical and analytical
thinking. The quality of discussion on their
own group project and their ability to discuss
other projects.
It’s essential in an evaluation at both
individual and group collaboration.
2. Course Redesign and
Implementation
• Students were encouraged to learn at their own
pace, and use their time and space as they saw fit
to accomplish their tasks.
• The teacher’s role had changed from being a
lecturer who normally stands in front of the class
and talks at the students , to being a coach who
supports and encourages students in their learning
by showing them how to think critically and
analytically in order to identify and solve certain
problems.
3. The Teacher as Coach
• As a coach, you will be a guide, motivator, and
encourager of the student’s thinking, gathering and
sharing of information. Your role includes
supporting their communication and their group
process in problem-solving during class time or
outside the class.
• In this way the role of teacher shifts from one
of control of what and how students learn to
one of mediation of student learning.
3. The Teacher as Coach
• feedback to students to support their active
learning and self-directed thinking and
learning are most important.
In this case-study and practice, the author
applied all those concepts of coaching to the
class. The author also believes that where
learning occurs.
3. The Teacher as Coach
environment and the positive relationship
between teacher and students.
• To gain that kind of relationship, the teacher
must be open-minded, a good listener, and
trustworthy. The teacher’s influence should
be appropriate for student self-learning , as
well as reflect the suitable methodology for
this type of teaching.
4. The Flipped Classroom
• Flip teaching is a form of blended
learning .
• It is also known as backward classroom .
• It has a history since 1990s when Eric
Mazu (1954) a physicist and educator at
Harvard University and an entrepreneur
in technology start-ups, developed
peer-instruction.
4. The Flipped Classroom
• He found that computer-aided
instruction helped and allowed him to
coach instead of teach.
• Since then there have been a few
professors and educators who have paid
attention and worked and published
their books and articles on the issues of
"flipped and blended learning".
4. The Flipped Classroom
• 2007 when Jonathan Bergmann and
Aaron Sams , teachers at Woodland Park
High School, Colorado discovered
software to record Power Point
presentations. They posted their live
lectures online for students who missed
class.
4. The Flipped Classroom
• Teachers began using online video and
video podcasts to teach students
outside class, reserving class time for
collaborative work and concept mastery
exercise.
4. The Flipped Classroom
• The Flipped Classroom model allows
students to watch lectures at their own
pace, communicating with peers and
teachers via online discussion. Concept
discussions took place in the classroom
with the help of the instructor.
(www.knewton.com/flipped-classroom/)
4. The Flipped Classroom
• From the author's experience, for almost 3 years
now, with work experiences and joining Thai POD
(Professional and Organizational Development
Network of Thailand Higher Education) , leading to
the concept of blended and flipped learning .
• Professor Wijarn Panich , one of the well-known
educators in Thailand, whose works and
contributions on this issue, inspired the author
most.
5. Learning Resources and ICT
Enable Learning
• ICT can enrich the learning process in
terms of both content and learning
skills.
• It can be a powerful tool to motivate
and allow the students, their peers and
the teacher to communicate and be
active in learning anytime anywhere.
5. Learning Resources and ICT
Enable Learning
• Since 2001 there have been many popular
and well known OER’s (Open Educational
Resources) such as MIT’s OCW (2001), the
Khan Academy (2006), Standford’s MOOC
(2011), MITx, (2012), edX Courses (2012) and
Coursera (2012), or Youtube,
etc.
5. Learning Resources and ICT
Enable Learning
• Hewlett Packard : HP LIFE e-Learning
Online training for entrepreneurs
• https://e-learning.life-global.org
5. Learning Resources and ICT
Enable Learning
• 5 areas of learning and training which
contain the key strategies of becoming
entrepreneurs, along with practical
exercises. The key strategies are finance,
marketing, operation and business
communication.
5. Learning Resources and ICT
Enable Learning
• Each one is broken into major concepts or
modules for example, in the area of finance,
it is focused on the basics of finance, profit
and loss, finding funding, cash flow and sales
forecasting. There are altogether 20 modules.
• Text books and other references still be an
essential learning resources.
6. Conclusion and Recommendation
• The level of satisfaction among the
students was quite high. This was
apparent from the students’ direct
feedback, from their active participation
during each class meeting, and from the
class assessments.
6. Conclusion and Recommendation
• There were no student failures.
• 96 % of the students got a grade “B” or
higher.
• 90 % of the group projects met the
requirement as new business start- ups with
feasibility and applicability concerning
aspects of finance, products or services,
marketing and customer relationships.
6. Conclusion and Recommendation
• Most of all, the projects were derived
from each group’s entrepreneurship,
motivation and creation.
Some example of Logos
6. Conclusion and Recommendation
• To summarize, in the author’s opinion
derived from this experience, that which
made it beneficial and fulfilling to both the
students and the teacher are:
1. The teacher’s role, attitude. That was the
knowledge taking place from the learning
process and activities with critical thinking.
when students work together rather than from the
teacher transforming content to students.
6. Conclusion and Recommendation
2. The availability of various information and
communication technologies used as a
learning resource and infrastructure for
communication, especially technology
communication which providing platform
for discussion no matter the apace or time.
3. Student engagement in the learning process
and their acquired learning skills.
6. Conclusion and Recommendation
4. Evaluations and feedback from the teacher,
students and their peers.
5. Organization commitment and policy to o
support and encourage faculty members to apply
any kind of methodology which encourage and
support student learning .
6. Conclusion and Recommendation
In this case, Mae Fah Luang University and
the School of Information Technology
supporting and encouraging their faculty
members to apply PBL in their class
conduction.
6. Recommendation
2 recommendations for further practice and class
conduction in this method are:
1. It might enhance interest and be more
enjoyable and productive to include smart
phones and other devices available and
affordable to students.
2. More supplemental activities should be
provided to help the students improve their
writing skills.
Author’s Final Conclusion
 No matter which methodology is used in
conducting a class, the student as
learner should always be at the center of
learning and the teacher is also a learner.
 Technology is an important tool
to enhance learning and the learning
process.
Thank you