The Flipped Classroom Explained
The 'flipped classroom' is the term commonly defined as a pedagogical model in which traditional lecture and homework elements are reversed (Hamden et al, 2013; Lage et al, 2000). Students engage with interactive content focusing on key concepts prior to
There is, however, well documented evidence of the efficacy of many core aspects of learning activities used in flipped classrooms, such as preparatory activities conducted prior to face-to-face sessions, higher order learning during class time, active learning and peer instruction (reviewed in Hamden et al., 2013; McLaughlin et al., 2014; Freeman et al., 2014). Consequently, the overarching aim of flipped learning is to engage students through responsive learning environments, designed to prepare and motivate them to confidently undertake assessment tasks through interactivity and feedback loops strategically embedded at all stages of this pedagogical approach.
Therefore, we describe the flipped classroom as:
"An engaging series of learning segments, that are closely linked to learning and assessment outcomes, that provide feedback to the learner during each stage. Carefully designed pre-class activities assist students to learn key concepts in a self-paced manner, developing their confidence and motivation to engage in peer-led discussions during class that lead to synthesis and application of these key concepts. Post-class assessment activities are clearly connected to pre-class and face-to-face class learning experiences and address ‘capabilities that count,’ making the students' learning relevant, real and sustainable.”
Student's Perspective to a Flipped Classroom Approach
Pilot Project: 2010-2013
This Office for Learning and Teaching Development and Innovation Project Grant is lead by the School of Dentistry at the University of Adelaide in partnership with Health Sciences Faculties from the Australian Catholic University and the University of Tasmania. This project focuses on the assumption that flipped classrooms in health sciences produce improved learning outcomes for
During the time of this project, the level of flipped learning effectiveness will be evaluated
Pilot projects conducted by the three partner universities from 2010 – 2013 have steered the initial design of this project to ultimately provide teachers with a Flipkit that will outline the 'how to' implement the flipped classroom into first-year health sciences curricula. This will involve
Flipped Classroom Design Framework
7 Steps to Flipping with a Framework
(Karanicolas, S., Snelling C., and Winning, T., 2015)
- Anderson, L. W., and Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom's Taxonomy of educational objectives. New York: Longman.
- Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H., Wenderoth, M.P. (2014). Active learning increased student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111, 8410-8415.
- Hamden, N., et al. (2013). A Review of Flipped Learning www.flippedlearning.org
- Karanicolas, S., and Snelling, C. (2010). Making the transition: achieving content connectivity and student engagement through flexible learning tools. In Proceedings of the Distance Education Association of New Zealand (DEANZ) Conference Wellington 2010.
- Lage, M.J. and Platt, G.J. (2000) The internet and the
invertedClassroom. Journal of Economic Education, Vol. 31, p. 11.
- McLaughlin, J. E., et al (2014). The flipped classroom: a course redesign to foster learning and engagement in a health professions school. Academic Medicine, 89(2), 236-243.
- Snelling, C., et al. Making the Connection: using
on-linetechnologies to determine the learning needs of first yearstudents in a human biology program, In Proceedings of the 12th Pacific Rim First Year in Higher Education (FYHE) annual conference, 29 June-1 July 2009, Townsville. www.fyhe.com.au/past_papers/papers09/content/pdf/11C.pdf
- Scott, G., (2008). University Student Engagement and Satisfaction with Learning and Teaching. Review of Australian Higher Education Request for Research and Analysis.
Universityof Western Sydney. https://www.uws.edu.au/__data/assets/pdf_file/0007/64087/Research_-_Scott_-_pdf.pdf
Associate Professor Sophie Karanicolas, Associate Professor Cathy Snelling, Associate Professor Tracey Winning