SAT: A Flipped Classroom on Flipped Classrooms (Maxine Armstrong)
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12 January 2016
So you currently teach healthcare practitioners within higher education and you are wondering should you be flipping your teaching? But you are unsure about how to do it, what is involved and even what exactly is flipped learning.
Essentially, a flipped classroom is where the homework component comes before the class or lecture, but it encompasses a number of different approaches (Educause, 2012, p.1). Flipped classrooms are not new, but as a learning model it has become more widespread in recent years, initially within the school sector, but also in higher further education, due to the proliferation of digital media (JISC, 2015).
At the conference I will discuss how a learning activity is being implemented that uses a flipped learning approach to inform and promote discussion on the phenomenon of flipped classrooms. The learning activity provides online multimedia resources prior to attending at a workshop, and is aimed at educators of healthcare practitioners. However, the learning activity has been informed by research from different disciplines, so that it can be more widely applied.
Although the focus of the presentation will be on the online resources, their impact on the workshop will also be discussed as they are intrinsically linked. An explanation of how the tasks map to the learning objectives will be provided.
The online resources for the learning activity include a variety of digital media. After a brief introductory video the participants are asked to complete a short anonymous survey using Google Form, to gauge their attitudes to flipped classrooms before they review the remaining content. This survey is anonymous and the results and comments will be used within the workshop to promote discussion. The survey will be made available before the conference so that it can be used in the presentation to demonstrate the range of concerns and issues of interests to conference attendees.
There will be an overview of some of the short five-minute videos that introduce each issue, within the presentation. The videos are deliberately bite-sized so that they can become an online repository for participants to review after the workshop. The issues will cover different factors that influence flipped classrooms, such as, the pedagogical advantages and challenges, digital media’s influence on learning design, procurement of hardware and software applications, legal and copyright requirements and adhesion to institutional policies. Technical development will also be considered, for both academic and support staff.
Finally a planning template, based on an example by Gilroy, et al. (2015, p.11), will be demonstrated that the workshop participants can use to design how they would flip their own teaching. These plans will be an opportunity for the workshop participants to discuss and reflect on their understanding of flipped classrooms and how they can apply their new knowledge in practice.
There is still uncertainty and confusion within the educational community over exactly what flipped classrooms are and whether they can they make a significant difference to student learning, therefore I am hoping for a lively discussion after my presentation.
Educause (2012) 7 Things you should know about Flipped Classrooms, Educause Learning Initiative, [online]. Available at https://net.educause.edu/ir/library/pdf/ELI7081.pdf (accessed 8 January 2016).
Gilboy, MB., Heinerichs, S., and Pazzaglai, G. (2015) Enhancing Student Engagement Using the Flipped Classroom, Journal of Nutrition Education and Behavior, vol. 47, Issue 1, pp. 109-114 [online]. Available at http://www.sciencedirect.com.libezproxy.open.ac.uk/science/article/pii/S1499404614006381 (accessed 11 November 2015).
Jisc (2015) Flipped Learning, InfoKit: Using Digital Media in new learning models (Flipped and Blended Learning), Jisc Digital Media [online]. Available at http://www.jiscdigitalmedia.ac.uk/infokit/models-of-learning/flipped-learning (accessed 13 November 2025).