Flipping the online Classroom

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Transcript Flipping the online Classroom

Flipping the Classroom
for Online Delivery
Sue E. Bingham, PhD, RN, CNE
Understand the concept of
“flipping” the classroom
Explain the principals involved
in “flipping” the classroom
Identify the pros and cons of
“flipping” the classroom
Discuss different resources that
can be used to teach online
using the “flipping” the
classroom approach
Demonstrate an example of
using “flipping” the classroom
with an online class.
Goal of “flipping the
classroom” is to provide
high-quality, accessible,
engaging resources that
students can use at home
to learn the foundational
knowledge they need
before they begin to the
real work of the subject
(before they discuss,
debate, apply, analyze,
synthesize, critique, etc.)
Pillars that are
essential for
Flexible learning
A shift in the learning
The use of intentional
Professional educators
The bottom line
Using class time to disseminate information doesn’t make
a lot of sense because students can generally learn such
information outside of class.
Time in class is best used for activities that require
working with peers, having the teach present, etc.
So…the flipped classroom is one in which foundational
information is disseminated outside of class to make time
for these other kinds of activities during class.
Flipped classroom
Students are more satisfied
because they feel class time
is more valuable – not
something they could have
done on their own
Students must be more
engaged and self-regulated,
so they learn more
Students with disabilities
may benefit
Professors are there when
 Students can go at their own
students need them most:
when they are wrestling with
the application of the new
 If a student gets the
information right away, then
 Professors get to spend more
they can stop there; for a
time one-on-one with
student who is having
students and get to know
problems, there can be
them better
alternate resources that can
reinforce information
More Pros
The professor can go straight
to, “Where are you confused?”,
“what questions do you have?”
Rather than spending time on
everything that needs to be
absorbed, you can concentrate
on just the problematic areas
It is motivating because
students know they will be
asked to do something with
their new knowledge beyond
just regurgitating it on a test
Experiencing the same
information through multiple
neural pathways increases one’s
ability to understand and recall
that information
The flipped classroom sends
positive messages..”You are
capable of learning certain
information on your own, and
are capable of doing more with
the information than we
previously asked of you”.
This is a radical idea and can
really “freak” students out
If students are not required to
do the work ahead of time,
everything is ruined.
Learning modules are recommended that
contain multiple resources in different
Study them all, each resources
provide different information
Study them all, the resources
provide much the same
information, reinforcing one
Study these two, and then here are
areas from others if you need more
Study one of these in any order,
whatever you need to do in order
to be able to….
Decide who in your group will study
which resources and then come
together to share
Start with these two and then find
resources on your own to add to
the mix
Other possibilities?
Ideas for Resources
Videotaped lectures –
Keep lecture to 15 minutes or less
Record it in actual class with students asking questions if possible
Make sure it is engrossing
Educational videos
Videotaped “think aloud” or demonstrations
Actually demonstrate or use “YouTube”
Other existing videos
Other professors are putting videos online
Videos that may have been created by students as assignments are just as good or
better; sometimes peers can explain better than experts
Photo Story
Virtual Field Trips/tours
Books on tape
Web Quests
Data or diagrams
Group Reflection
Scavenger Hunt
Actual Field Trips/field data
Conduct interviews
Try something
What Happens in class in the flipped
Take a few minutes to reflect on the process, self-assess, or build community
Secure the foundational knowledge
Your role is to provide critical feedback and guidance
Lecture in this format
Your role is to check to make sure they understand the foundational knowledge
presented in the module and clear up misconceptions
Deepen that knowledge, practice it, or apply it
Your role is to help students build the necessary skills to become self-directed,
self-regulated, persistent learners who can get what they need from the resources
When you notice common questions, stumbling blocks, misconceptions, etc. stop
class for a few minutes and explain.
Make sure that all on-line modules are frontloaded
An example of using the flipped
classroom with online delivery
Objectives for Test Item Scoring
Powerpoint – Reviewing test questions
Article – Best Practices for Writing Test Items
Example test
Test Analysis