Flipped Learning - Is It Worth It?
Feedback from Educators
There are more and more teachers flipping their classrooms because they recognize the gift of time that is afforded to them when content is presented outside of class. Bergmann and Sams (2012) claim that flipped learning increases student teacher interactions and allows teachers to facilitate deeper learning. Misconceptions can be addressed and as teachers work more closely with students, they can easily identify learning difficulties and styles (Fulton, 2012). There is also more time to use tools and equipment that are only available in the classroom. Another example of the time being used effectively is through the differentiation of learning activities. With content being delivered ahead of time, teachers can engage their students in a variety of activities ranging from inquiry, explorations, group projects and collaboration. With differentiation, the learning becomes individualized.
Some would argue that flipped learning is onerous on both the teachers and students. Creating content videos and planning for additional class activities takes vast amounts of time (Petrinjak, 2012). Having access to technology in the home may be pressuring to families and watching the videos can be time consuming for students (Nielson, 2012). Despite these objections, other educators would insist that it is time well spent and that plans can be put into place for students needing help with accessing technology. Another concern raised about flipped learning is the delay of interaction between the student and teacher expert (Petrinjak, 2012). If the content is being presented outside of class, students have to wait until the next day to ask questions. While this may be a valid concern, it is thought that students can be taught to cope with the delay or find answers to their questions in other places. Through flipped learning, the “class becomes the place to work through problems [with others], advance concepts, and engage in collaborative learning” (Tucker, 2012, p.82) all the while maximizing the learning resource of time.
There are more and more teachers flipping their classrooms because they recognize the gift of time that is afforded to them when content is presented outside of class. Bergmann and Sams (2012) claim that flipped learning increases student teacher interactions and allows teachers to facilitate deeper learning. Misconceptions can be addressed and as teachers work more closely with students, they can easily identify learning difficulties and styles (Fulton, 2012). There is also more time to use tools and equipment that are only available in the classroom. Another example of the time being used effectively is through the differentiation of learning activities. With content being delivered ahead of time, teachers can engage their students in a variety of activities ranging from inquiry, explorations, group projects and collaboration. With differentiation, the learning becomes individualized.
Some would argue that flipped learning is onerous on both the teachers and students. Creating content videos and planning for additional class activities takes vast amounts of time (Petrinjak, 2012). Having access to technology in the home may be pressuring to families and watching the videos can be time consuming for students (Nielson, 2012). Despite these objections, other educators would insist that it is time well spent and that plans can be put into place for students needing help with accessing technology. Another concern raised about flipped learning is the delay of interaction between the student and teacher expert (Petrinjak, 2012). If the content is being presented outside of class, students have to wait until the next day to ask questions. While this may be a valid concern, it is thought that students can be taught to cope with the delay or find answers to their questions in other places. Through flipped learning, the “class becomes the place to work through problems [with others], advance concepts, and engage in collaborative learning” (Tucker, 2012, p.82) all the while maximizing the learning resource of time.
Feedback from Students
Students are embracing the idea of flipped learning. They like the ownership that is being given to them and the interactive, hands on approach to learning. They appreciate the flexibility that is afforded to them to learn the content in a way and time that is convenient or conducive to their style of learning. Being able to rewind or fast forward through content in a video presented outside of class is appealing (Education Canada, 2012). Some students need to hear it again or review content more than once, while others move through the material quickly with time left over to explore or challenge themselves beyond what was presented. Pressure is also taken off students who are absent from school due to illness or their involvement in sports and other academic activities. With the ability to access the content outside of school, they do not fall behind in their studies. This use of technology keeps them connected to the learning environment. While a few students did complain about the videos, this may be reflective of the way the content was delivered and the duration of the videos. Overall, students like the content being presented beforehand followed by activities in class that consolidate their learning.
Students are embracing the idea of flipped learning. They like the ownership that is being given to them and the interactive, hands on approach to learning. They appreciate the flexibility that is afforded to them to learn the content in a way and time that is convenient or conducive to their style of learning. Being able to rewind or fast forward through content in a video presented outside of class is appealing (Education Canada, 2012). Some students need to hear it again or review content more than once, while others move through the material quickly with time left over to explore or challenge themselves beyond what was presented. Pressure is also taken off students who are absent from school due to illness or their involvement in sports and other academic activities. With the ability to access the content outside of school, they do not fall behind in their studies. This use of technology keeps them connected to the learning environment. While a few students did complain about the videos, this may be reflective of the way the content was delivered and the duration of the videos. Overall, students like the content being presented beforehand followed by activities in class that consolidate their learning.
Feedback from Parents
Parents are largely supportive of flipped learning because it allows them a view into their child’s learning and classroom. They appreciate how the teacher is available to their child in class to answer questions (Fulton, 2012). Supporters also believe it is a better use of both teachers and students’ time. Thirdly, with access to the content videos, parents are better equipped to help with assignments and support the learning from home. Bergmann (2012) claims that watching the videos together leads to interesting discussions of the content between parent and child. Finally, through the use of flipped learning, parents can bear witness to their children becoming confident in and responsible for their own learning.
Parents are largely supportive of flipped learning because it allows them a view into their child’s learning and classroom. They appreciate how the teacher is available to their child in class to answer questions (Fulton, 2012). Supporters also believe it is a better use of both teachers and students’ time. Thirdly, with access to the content videos, parents are better equipped to help with assignments and support the learning from home. Bergmann (2012) claims that watching the videos together leads to interesting discussions of the content between parent and child. Finally, through the use of flipped learning, parents can bear witness to their children becoming confident in and responsible for their own learning.