Transcript What Benefit Do Scientists Get By Mutating A Given gene?

Illinois Community College Assessment Fair 2015
Waubonsee Community College –
Waubonsee Drive Sugar Grove, IL 60554-9454
Do College Students Give a Flip
About Flipped Learning?”
Abour H. Cherif, Ph.D.
Gerald E. Adams, Ph.D.
Farah Movahedzadeh, Ph.D.
Margaret Martyn, Ph.D.
John McManamon, AM.
DeVry University
Columbia College Chicago
Harold Washington College
Harold Washington College
DeVry University
1
Flipped Learning Model
Sense of History
In recent years, the idea of “Flipped Learning” or the
“Flipped Classroom” has taken off in higher education
appealing to many stakeholders at all levels in academic
practice.
Indeed, as a term or phrase, “Flipped Learning” or the
“Flipped Classroom” has become common in conversation
among many progressive faculty and educators in the
United States.
Sense of History: Year 2000
• J. Wesley Baker presented a paper (in 2000) at the 11th
International Conference on College Teaching and Learning,
called The Classroom Flip.
• “Become the guide on the side” instead of the “sage on the
stage.”
• Maureen Loge and colleagues published paper in The
Journal of Economic Education. In this article they explored
the gap between existing teaching and students’ learning
styles, and the negative effect of this in the light of
increasing diversity among student population. (Loge, Platt, &
Treglia, 2000)
Sense of History: 2004-2005
2004
Jonathan Bergmann and Aaron Sams,
from a small rural high school in
Colorado, were concerned about their
students missing too many chemistry
classes. They began preparing their
chemistry classes together using
recorded lectures for those who
missed classes.
2005:
YouTube, a video-sharing website, was
created in early 2005 by three former
PayPal© employees, Chad Hurley, Steve
Chen, and Jawed Karim.
Sense of History: 2004-2007
One day Aaron came cross an article in a
technology magazine that offered software
that could record a PowerPoint slideshow
(including voice) that it would then convert
into a video. He shared this with John and
they both realized that this could solve
their problem with missed classes.
In 2007, they began recording videos of their
lectures and posting them on online for their
students. Their students could now access
their missed lessons online when they had
time.
Flipped Learning Model: Sense of History
Flipped Learning or the Flipped Classroom is used to describe a
wide variety of teaching models. However, there is one thing in
common among all of them:
Replace the time for class
lectures with group work,
discussion, labs, problem-solving
and other forms of highly
engaged participatory learning,
which become “the norm.”
All the needed material that
might have been delivered in
lecture format is provided in
advance to the students via
reading or pre-recorded lecture
videos and related web-tools.
Flipped Learning Model: Sense of History
The Flipped Learning model has received
support from both governments and well
know people. For example:
•
•
•
•
Thomas Friedman
Bill Gates
Bill Nye and
The President's Council of Advisors on
Science and Technology Report
have written and talked about the approach
and how it is changing education and the
world in positive way ( Brunsell, and Horejsi, 2013, para 5 )
Students & Flipped Learning Model
• But what do students think of the Flipped
Learning Model?
• How widespread is knowledge of the
model among students?
• How many of them are even aware of its
existence?
• Which topics or subjects do they think are
best learned through the Flipped Learning
Model?
• Given the choice, how many of them
would like to take their courses using the
Flipped Learning Model?
In This Study
We asked 435 students from two-year and fouryear colleges to answer 8 questions related to the
Flipped Learning Model, probing how much they
really know about the approach and its use and
usefulness for learning.
In this study we will share the
results and discuss the implications
of the findings for students,
instructors, curriculum, and
academic leaders.
10
Sources of Data and Information
Students
Surveys
Review of
Related
Literature
Students
Interviews
Flipped
Learning
Model
Methodology
Distributed and Collected Surveys for the Study
Distributed and Collected Surveys for the Study
Distributed Surveys
Out of 600
distributed
surveys, 435
were completed
and returned
with an overall
75% rate of
return.
Completed Surveys
350
313
150
100
80
42
2 Year (65)%)
4-Year (89%)
Graduate (42%)
Student Status
Years in College
Student Status: Over All
253
Years In College: Over All
4thYear (16%)
71
3rd Year (30%)
129
105
2nd Year (31%)
1st Year (23%)
134
77
101
58%
Full-time
Overall, 61% of the
participants have been in
college for 2-3 years.
24%
Part-time
18%
No Response
Overall, 58% of the
participants were fulltime students.
Academic Majors
Academic Majors: College Level
160
140
Academic Majors: Over All
120
No response (18%)
79
100
Non-STEM Major (40%)
174
80
60
Math Major 9%)
39
40
Science Major (33%)
143
20
0
Overall, 40% of the participants
were majoring in non-STEM fields
Science Major
(33%)
Math Major (9%)
2-Year (80)
Non-STEM Major No response (18%)
(40%)
4-Year (313)
Gradate (42)
The Statement That Was Included with the Survey to
Describe the Model for the Students
Flipped Learning Approach
.............................................................................................................................
"Flipped Learning" (alternatively termed the “Flipped Classroom”) is a
technology-driven teaching method that flips the traditional model of
classroom lecture followed by homework exercises; the lecture becomes
homework and class time is for practice. Specifically, students spend class
time doing practice problems in small groups, taking quizzes, explaining the
concept to one another, reciting equation formulas in a loud chorus, doing
hands-on labs and experiments, and making their own videos—while the
teacher moves from desk to desk to help students who are having trouble or
need help. In short, the promise of flipped learning approach is to replace
passive learning with more active learning experiences including laboratory
investigation and collaborative problem solving (Brunsell & Horejs 2013;
Hoag 2013).
………………………………………………………………………………………………..................
15
Question 1: As stated above, have you ever heard
of the “Flipped Learning” model?
Student’s Awareness of “Flipped
Learning” Model: Over All
Student’s Awareness of “Flipped Learning”
Model: College Level
328
Yes (25%)
No (75%)
244
107
69
53
31
27
11
Yes (25%)
No (75)
Only 25% of the participants
heard of or experienced Flipped
Learning.
2-Year (80)
4-Year (313)
Graduate (42)
The percentage of those who have not heard of
the model, was higher at the graduate and 4
year college levels.
Question 2: What do you think of the “Flipped
Learning” model as described?
Student’s Thought of “Flipped Learning”
225
Student’s Thought of “Flipped Learning"
180
160
139
140
120
I like this learning
approach (52%)
100
71
80
I don’t like this learning
approach (15%)
60
I can’t say: I haven’t
experienced it yet (32%)
40
20
I like this learning
I don’t like this
I can’t say: I
approach (52%) learning approach
haven’t
(15%)
experienced it yet
(32%)
Overall, a total of 52%
of the participants like
The Flipped Learning Model.
0
2-Year
4-Year
Graduate
While a significant number of graduate students
were not sure about the model, the majority of
2- and 4-year college students like the Flipped
Learning Model.
Question 3: As stated above, do you think “Flipped Learning”
matches your learning style and problem-solving approach?
Students' Thought of “Flipped Learning” and
Their Learning Style
Students' Thought of “Flipped Learning” and Their
Learning Style
250
Yes (53%)
No (21%)
I’m not sure yet (26%)
169
200
150
100
83
50
61
40
0
Yes (53%)
No (21%)
I’m not sure yet (26%)
Overall, a total of 53% of students
believed the learning model
matches their own learning style.
21
22
19
13
7
2-Year
4-Year
Graduate
Question 4: Do you think that through
“Flipped Learning” you can….
Through “Flipped Learning” you can….
180
Through “Flipped Learning” you can….
160
Learn any subject or discipline you want to (35%)
Learn only certain topics, or subjects, but not all subjects (36%)
140
Not sure yet (29 %)
120
110
112
91
100
80
60
31
28
40
21
13
16
20
2-Year
4-Year
0
Learn any subject Learn only certain Not sure yet (29 %)
or discipline you topics, or subjects,
want to (35%)
but not all subjects
(36%)
Participants equally divided between learning any
subject (35%) and learning only certain subjects
(36%) using the Flipped Learning Model
Graduate
13
Question 5: Which of the following subjects could be easily taught
using the “Flipped Learning” model? (Check all that apply)
Easily using “Flipped Learning” Model to Teach
The Participants mentioned:
• Math & statistics (59%)
• Natural sciences (49%)
• Business & economics (44%)
as the subjects that could easily
be taught using the model and
also the desirable courses to be
taken through flipped learning
model.
No significant differences
among the other subjects
which were ranked lower by
the participants.
300
250
200
150
100
50
0
Question 6: Given the option to take courses using the “Flipped
Learning” model, as described above, or to take courses as you do
today, which of the two approaches would you choose?
Choose to take courses using or not using “Flipped Learning”
model
• First start with a
few courses
using the model
(47%)
• Take all courses
using the model
(19%)
• Take no courses
using the model
(19%)
250
200
150
100
50
0
Flipped learning
approach (19%)
Same as I am talking Try flipped learning Not really sure (15%)
them right now (19%) approach in a few
courses first (47%)
Question 7: As stated above, do you think the “Flipped Learning”
approach could work at different college levels?
“Flipped Learning” approach could
work at
Flipped Learning” approach could work
at ...
Yes (51%)
No (20%)
Yes (51%)
No (20%)
Don’t Know (29%)
Don’t Know (29%)
665
263
240
379
162
261
142
126
131
111
Yes (51%)
No (20%)
Don’t Know (29%)
The participants thought that “Flipped Learning”
• Could work at all college levels (51%).
• Would not work at all college levels (20%).
• Don’t know either way (29%).
61
2-Year
69
4-Year
Graduate
Question 8: Do you think instructors and faculty who you had before would like to
use the “Flipped Learning” approach in their own classrooms?
Faculty Students had before and might use the “Flipped
Learning”
Yes (53%)
No (18%)
Faculty Students had before and might use the
“Flipped Learning”
Not really sure 29%)
230
Yes (19%)
Most of them Yes (34%)
No (9%)
Most of them No (9%)
Not really sure 29%)
150
126
126
79
Yes (53%)
No (18%)
Not really sure 29%)
80
The participants thought of whether or not their
previous faculty might use “Flipped Learning”
• Would use the model (53%)
• Would not use the model (18%)
• Don’t know either way (29%)
Yes (19%)
Most of them
Yes (34%)
41
38
No (9%)
Most of them
No (9%)
Not really
sure 29%)
Discussion
The participants provided us with many reasons for their
answers.
In order to get a sense of the
results and what they really
meant to students, we went
back to discuss our findings
with two separate groups of
the students.
One group of
students was from a
2-year college.
One group of
students was from a
4-year college.
The feedback that we got
from the face-to-face indepth discussion with the
students helped us in our
analysis of the results.
24
For Flipped Learning Model to Be
Successful, We Need:
Internet Access for
both Students and
Faculty
Lecture-capture
Technology & Webbased Learning
Resources
Faculty Who
Flipped Learning
Model
Enrolled
Students
Recognize Students’
Unique Learning
Styles & the Role of
Technology in
Teaching & Learning
In a Previous Study
We surveyed 739 students from two-year and four-year colleges
in which we asked them to provide their own perspectives on why
students fail college courses at the undergraduate level.
Motivation, study habits, and
academic readiness are
mentioned most frequently as
the root cause behind student
failure at the college level.
1000
900
800
700
600
500
400
The majority of them, felt that
faculty and the educational
system are not motivating
them enough to learn and to
succeed!
300
200
100
0
26
When we asked students to let us know how
we can help them to be motivated, they said:
Engage us in the
teaching and
learning processes
Communicate with us
with language we
understand, tools we
can use, and
technology with
which we are familiar
Give us
responsibilities
that lead to
accountabilities
Motivated
Students
Help us develop
higher expectation &
then demand higher
more from us
In Another Previous Study
We asked 190 faculty from two-year and four-year colleges to
provide us with their own perspectives on why students fail college
courses at the undergraduate level.
Categories
Not Ready for College
250
231
38%
Lack of Effort
72
12%
Lack of Motivation or
Interest
Personality Issues
73
12%
150
39
6%
100
Life, Work, and Career
Issues
Economic Issues
53
9%
17
3%
Faculty Instruction
and Behavior
Facilities, Materials,
Delivery Systems
Total
77
12%
48
8%
610
100%
200
50
0
Identified categories by all faculty
In One More Previous Study
In a different study, we found that the
majority of students in two-year and
four-year colleges purposely searched
and used, on their own, YouTube videos
to help them in their Biology and/or
Chemistry courses, and most of them
found the videos to be helpful in a
variety of ways.
Purposely Searching for YouTube Videos
180
160
140
120
100
80
60
40
20
0
This might not be surprising since
YouTube is one of the most used social
media sites.
But what is significant, is finding that
YouTube videos are useful educational
tools for many students especially in
Biology and/or Chemistry, and could
be even more so if intentionally
integrated into the design of the
course and teaching materials.
All the time
Rarely
Never or No Answer
Often Find Related YouTube Videos
200
180
160
140
120
100
80
60
40
20
0
All the time
http://pjpub.org/perd/perd_149.pdf
Most or Some of
the Time
Most/Some of the
Time
Rarely
Never/No Answer
29
Analysis and Discussion
Three-fourths (75%) of the participants have not or
were not aware of the Flipped Learning Model. Yet,
when they asked if they like the model, over 50% of
them said yes, and only 15 % of them said no.
Student’s Awareness of
“Flipped Learning”
Model: Over All
Student’s Thought of “Flipped Learning”
225
328
139
71
107
Yes (25%)
No (75)
I like this learning
I don’t like this
I can’t say: I
approach (52%) learning approach
haven’t
(15%)
experienced it yet
(32%)
30
Analysis and Discussion: Learning Styles
• This can be explained by the fact that 53% of the participants think the
model matches their own learning style and only 21% think otherwise.
• Furthermore, while 47% of the participants would like to start first by
taking only a few courses through Flipped Learning Model, 19% of them
are ready to jump in and take all their courses using the model.
Students' Thought of “Flipped Learning” and
Their Learning Style
250
Choose to take courses using or not using
“Flipped Learning” model
250
200
200
150
150
100
100
50
0
50
0
Yes (53%)
No (21%)
I’m not sure yet (26%)
Flipped learning Same as I am
Try flipped Not really sure
approach (19%) talking them
learning
(15%)
right now (19%) approach in a
few courses
first (47%)
31
Analysis and Discussion
The participants seem to be aware of the cognitive demand that
some topics require to learn, master, and pass them with
desirable grades. Most of the participants believe Flipped
Learning can and should be used in both teaching and learning
topics such as mathematics and statistics (59%), natural science
(49%), and business and economics (44%).
Easily using “Flipped Learning” Model to Teach
These three subjects are
the ones mentioned most
often as the easily taught
and the desirable courses
to be taken through the
Flipped Learning Model.
300
250
200
150
100
50
0
Results of the Study
Examples of the topics students often search for them on YouTube
videos to help them learn biology and chemistry concepts
Chemistry
Biology
Calculation based problem solving
Stoichiometry
Orbital structure and bonding
Biochemistry basics
Redox reactions and chemical
balance
Organic chemistry in general
Atomic structure
How to think step-by-step through
chemical equation
Chemical bonds
Nuclear Chemistry
Chemistry involved with antioxidants
Metabolism, especially microbial metabolism
Enzymes and regulation
Biomass pyramids
Global warming
Difference between gas (natural) and gasoline
(gas for the car!)
Fluid and Electrolyte Balance
Statistics when working percentage growth rates
Molecular genetics
http://pjpub.org/perd/perd_149.pdf
Meiosis (MI and MII)
Replication - translation - transcription
Membrane potentials - including channels
cotransporters (symporters and antiporters),
diffusion, facilitated transport, etc.
Microbial Genetics
33
Analysis and Discussion
This finding supports what has already been
reported in the literature by a number of studies
Flipped learning approach:
• Enhances and extends existing instructional activities,
whether in face-to-face, online, or blended learning
environments.
• Works especially well in subject areas “where students
benefit from repeated viewing of content, such as
mathematics or science.”
• The video-on-demand aspect of lecture capture “allows
students to closely examine the steps of a demonstrated
procedure or stop to focus on important actions in a complex
process.” (TechSmith (2013, P. 2).
TechSmith (2013). The Student Demand for Lecture Capture Solutions. P. 2
Analysis and Discussion
It takes more than technology to successfully design and
effectively implement flipped learning that results in desirable
outcomes.
It requires faculty to redesign their course
structure and class activities to provide
opportunities to allow students to discuss,
investigate, and discover complex concepts, and
explain them to each other.
It also requires faculty to “Become the guide on
the side” instead of the “sage on the stage” by
walking among the students and providing
them “personalized attention, sometimes giving
a tip or asking a question.” (Dwortzan, 2013, ¶. 4)
Asst. Prof. Lorena Barba from Boston University Mechanical Engineering,
http://www.bu.edu/me/2012/03/13/flipped-classroom-energizes-computational-fluid-dynamics-course/
35
It takes more than technology, to successfully design and effectively
implement flipped learning that results in desirable outcomes. It
requires transforming the course, the class and the classroom into a
“Center for Active Learning.”
Before Class
Meeting
During Class
Meeting
Active Learning for Students
and Instructors
Echo360: Center For Digital Education
http://clearslide.com/view/mail?iID=3H8U9Y4E2X6XDDGVV6SW
After Class
Meeting
Flipped classroom requires transforming the course, the class and the
classroom into a “Center for Active Learning.”
•
•
•
•
•
•
•
•
•
Home
Library
Cafeteria
Park
Taking a
Walk
• Bookstores
• Malls
Home
Library
Cafeteria
Park
• School
• Library
• Labs
Students need a learning environment where they feel safe, comfortable, and supported
•
•
•
•
•
•
•
Home
Library
Cafeteria
Park
Taking a Walk
Bookstores
Malls
Evaluating
Analyzing
Applying
•
•
•
•
Home
Library
Cafeteria
Park
• School
• Library
• Labs
Students need a learning environment where they feel safe, comfortable, and supported.
Internet–Driven and Lecture Capture Technology
There is no doubt that webcast and lecture captured
videos have enhanced and extended existing
instructional activities in all types of learning
environments and modalities including face-to-face,
online, blended and competency-based learning.
Making webcast and lecture captured videos takes
time, energy and experience, especially since many
faculty think that they are busier and their job is
more difficult and time consuming today compared
to 5-10 years ago.
Web Teaching and Learning Resources Are
Available All Around You!
Search for, collect, catalog, and integrate relevant
YouTube videos and other Web-based learning
resources into class, course, and curriculum.
If we look for them, we will find them in
every subject we can think of!
A Few Examples of Web Teaching and Learning
Resources Are Available All Around You!
• HHMI: Howard Hughes Medical Institute lectures and Videos.
http://www.hhmi.org/biointeractive/browse?field_bio_format_type[0]=23450&field_bio_biointeractive_topics[1]=23477.
http://www.hhmi.org/biointeractive/browse?field_bio_format_type[0]=23446&field_bio_biointeractive_topics[1]=23487
• Khan Academy: Learn almost anything for free. https://www.khanacademy.org/
• Crash Course (YouTube). http://www.youtube.com/user/crashcourse
• EduDemic: The 100 Best Video Sites For Educators
http://www.edudemic.com/2012/08/best-video-sites-for-teachers/
• TeachThought 2012: 50 Awesome Chemistry Videos For The Busy Science
Teacher. http://www.teachthought.com/learning/50-awesome-chemistry-videos-for-blended-or-flippedclassrooms/
• TeachThought 2012 : How To YouTube Your Classroom
http://www.teachthought.com/technology/how-to-youtube-your-classroom/
• NOVA Education PBS. http://www.pbs.org/wgbh/nova/education/
• PBS Learning Media. http://www.pbslearningmedia.org/
• TED Talks Education. http://www.pbs.org/wnet/ted-talks-education/video/
• National geographic Teaching Resources.
http://education.nationalgeographic.com/education/?ar_a=1
• Edublogs. https://edublogs.org/
• Top Higher Education Blogs. http://universitywebinars.org/top-higher-education-blogs/
Learning Materials Faculty Assigned in MOCCs Courses
The new phenomenon of Massive Open Online Courses (MOOCs), which
charge no tuition and are open to anybody with Internet access.
Recently, a survey, conducted by The Chronicle, with 103 professors who
have taught a MOOC .
In one of the questions the faculty were asked which the following
learning materials do you assign in your MOCC? The table below contains
their answers.
1
2
3
4
5
Learning materials that are
assigned by faculty in their MOCC?
Original Videos
Open educational resources
Others
Physical books that must be
purchased
E-books that must be purchased
Faculty
Respond
97%
75%
27%
9%
5%
http://chronicle.com/article/The-Professors-Behind-the-MOOC/137905/#id=overview
Learning Materials Faculty Assigned in MOCCs Courses
• Recently, a survey, conducted by The Chronicle, with 103 professors
who have taught Massive Open Online Courses (MOOCs), which charge
no tuition and are open to anybody with Internet access.
• In one of the questions the faculty were asked which the following
learning materials do you assign in your MOCC? The table below
contains their answers.
1
2
3
4
5
Learning materials that are
assigned by faculty in their MOCC?
Original Videos
Open educational resources
Others
Physical books that must be
purchased
E-books that must be purchased
Faculty
Respond
97%
75%
27%
9%
5%
http://chronicle.com/article/The-Professors-Behind-the-MOOC/137905/#id=overview
What Do We Need Students To Learn?
Concepts
Processes
In a variety of Teaching
Strategies & Learning Settings
Applications
Blended
Various modalities for
teaching and learning
to meet the needs of
modern learners in
various space and
time configurations
Onsite
Mix & Match Online
CBE
How Do Modern Learners Learn?
Today’s students need to be exposed to course materials in a
variety of ways to address their various learning styles and daily
personal behavior.
•
•
•
•
•
•
•
•
•
•
Focused, short lectures
Reinforced with video
Participate in peer group discussions
Animation
Webcasting of lectures with content and learning materials that are
recorded and streamed over one that is not
Repetition of material
Hands-on learning
Technology-based
Flourish in learning environment
with options and fluid pathways
Challenged Activities with higher expectations
We need to communicate with students with language they
understand, tools they can use, and technology with which they
are familiar
Interactive
Learning
Activities
Videos
Other
Media
Course
Shell
Blogs
Textbook
Threaded
Discussion
YouTube
Student
So They Can Have Autonomy to
Create Their Own Individual Learning
Strategies
Classroom
time
We need to communicate with students with
language they understand, tools they can use,
and technology with which they are familiar
http://www.alddevelopment.com/rareearth/RE/REE/index.html
What the Students Said Who Like the
Model
The Main points from the students who like flipped classrooms:
• Personal attention (getting one-on-one and small group
access and mentorship from faculty)
• Team work (ability to work with other students to collaborate
and solve problems -- builds confidence)
• More fun and motivation (More active, engaging, and
motivating)
• Help Students Learn
• leverage learning styles
• worked through complex problems
• lecture capture allowed to review lecture over and over,
take notes, and to practice
49
What the Students Said Who Dislike the
Model
• Lack of Skills
• Lack of Time
• Lack of confidence /Trust
• Believe that Technology doesn't
motivate but… a good Instructor can!
50
What the Students Said: My Previous Instructors
Would Use the Model
The students thought that the instructors with the following
characteristics would most likely use flipped learning model; they
included those faculty who:
•
•
•
•
•
•
•
•
Are eager to adopt new technology
Like teaching
Know how to teach and communicate ideas
Have enough confidence personally or content wise
Look at teaching as a professional career
Are not comfortable with the status quo, lazy, or close to retirement
Teach disciplines that require serious effort to get good grades and to pass
Know how to provide meaningful choices for students and also firm
consequences for student active engagement
• Help students to be not only aware but also how to be responsible for their
own learning
• Care about students learning beyond the classroom and formal setting of
learning environment.
51
What the Students Said: My Previous Instructors
Would Not Use the Model
The students thought that the instructors with the following
characteristics will most likely be intimidated by both
technology and the flipped learning model; They included
those who:
• Don’t like teaching
• Don't know how to teach and communicate ideas
• Don’t have enough confidence personally or content wise
• Look at teaching as a job and not a professional career
• Are apprehensive about adopting technology
• Too comfortable with the status quo, lazy, or close to
retirement
• Teach disciplines that require hardly any effort to get good
grades and to pass.
52
What Is A New In Flipped Learning:
Microflipping: a Modest Twist on the ‘Flipped Classroom
by Sam Buemi (2014)
Recently Buemi has asked “What if, instead, we used a partially
flipped classroom—the "microflipped" classroom—that combined
the best of the old and new teaching approaches? ( Buemi, 2014,
¶. 2)
“The key to microflipping is to infuse technology (where
warranted) with student engagement while intermittently
peppering students with content in a lecture or conversation-style
format. This gives students more autonomy in the learning
process but also allows them to be guided as needed.” ( Buemi,
2014, ¶. 7)
53
Summary and Conclusion
In short, the Flipped Learning
Model is here to stay!
This is simply because modern learners expect and
prefer on-demand and interactive learning materials.
In doing so, modern students have become the
driving force of the demand for colleges and
universities to provide easy access to the learning
materials that are dependent on space and time. In
other words, they value webcasting of lectures and
other pre-recorded learning materials to be on hand
to use when needed.
Put simply, in higher education,
Flipped Learning is:
•
•
•
•
A learner-centered approach
Uses web-driven technology
A blended learning teaching approach
Exposes students to pre-recorded course content through
instructional short videos, podcasts, or other means to be
prepared for active class meetings.
• Actively engages students with the same materials in and during
class time by interacting with peers and faculty in synchronous
discussion activities.
• Interactive during face-to-face sessions.
• Ropchan, K. and Ginelle, Stutt, G. (2013) Flipped Classroom. http://etec.ctlt.ubc.ca/510wiki/Flipped_Classroom
• Williams, Jeremy (2013). The Flipped Classroom: How to Flip and not Flop (Including 10 Tips for New Players).
http://www.slideshare.net/jembwilliams/the-flipped-classroom-how-to-flip-and-not-flop-including-10-tips-for-new-players
Summary and Conclusion
The benefits of flipped learning include:
•
•
•
•
•
•
•
•
•
•
•
•
More engaged, deeper learning
More labs
Cooperative learning
Students learn how to learn
More 1:1 time with instructors, building a stronger student/teacher
relationship
Produces more STEM graduates
Promotes a more creative atmosphere in the classroom
Reduced drop-out and failure rates
Increased attendance and reduced discipline problems
Videos make it easier to share information with other teachers, schools, etc.
More fun for teachers and students in the classroom
Provides instruction that is responsive to different learning style
56
Thank You!
Thank you for coming today.
Please feel free to contact any of our presenters with thoughts and
questions.
Q & A?
58
Meet Our Presenters
Illinois Community College Assessment Fair 2015
Waubonsee Community College –
Waubonsee Drive Sugar Grove, IL 60554-9454
Abour H. Cherif, Ph.D F. Movahedzadeh, Ph.D
National Associate Dean, Co-chair, Biology Dept.
DeVry University
Harold Washington
College
Gerald Adams, Ph.D
Professor of Geology
Columbia College
Chicago
Margaret Martyn, Ph.D.
VP, Academic Affairs.
Harold Washington
College
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