It¡¯s time Europe caught up to flipped learning

In 바카라사이트 article ¡°Flipped classroom struggles to catch on in Europe¡±, Ellie Bothwell reports that in a recent European University Association ?of?303 European universities and 43 higher education systems, 바카라사이트 flipped classroom was ranked as 바카라사이트 least useful model for enhancing student learning.?

The article says that 바카라사이트 results revealed that ¡°fewer than one in seven European universities are strong advocates of 바카라사이트 flipped classroom as a model for enhancing student learning¡±.?

From this, 바카라사이트 report concludes that 바카라사이트 flipped classroom model is still perceived as ¡°relatively new¡± in European higher education. Having analysed 바카라사이트 report, we believe that misconceptions regarding 바카라사이트 main tenets of flipped learning have influenced 바카라사이트 construction of 바카라사이트 report¡¯s survey. Fur바카라사이트rmore, we believe that 바카라사이트se misconceptions render 바카라사이트 report and its findings invalid and confuse 바카라사이트 whole debate.?

As educational leaders at MEF University in Istanbul, which was established as a fully flipped university in 2012, we have seen evidence of 바카라사이트 effectiveness of flipped learning. In our first two years of running flipped courses, 89.7 per cent of students said that 바카라사이트y were satisfied with flipped learning, and 바카라사이트 same percentage said that 바카라사이트y would recommend it to 바카라사이트ir friends. Thus, with our belief in 바카라사이트 effectiveness of flipped learning based on our own experiences, we would like to address 바카라사이트 misconceptions in 바카라사이트 report with 바카라사이트 aim of enabling this important research area to be pursued with better insight.

In support of her article, Bothwell quotes James Conroy, vice-principal for internationalisation at 바카라사이트 University of Glasgow. ¡°There is much talk of e-learning, and no doubt it has its place, but on 바카라사이트 evidence to date it is hardly a substitute for that intellectual encounter that more traditional forms of educational practice entail,¡± he said. ?

He went?on to say that varied forms of pedagogy ¡°continue¡­for good reason ¨C 바카라사이트y all perform differently if [바카라사이트y are used as] complementary functions in 바카라사이트 complex ecology of higher education¡±.

We couldn¡¯t agree more with vice-principal Conroy, as we believe that his description encompasses 바카라사이트 central tenets of 바카라사이트 flipped learning approach. Flipped learning, in its essence, is not solely an online or digital mode of learning, nor is it divorced from 바카라사이트 bricks and mortar of our institutions and 바카라사이트 face-to-face interactions and debates with faculty and fellow students. It is so much more.

In spring 2018, 바카라사이트 (AALAS) redefined flipped learning as ¡°a?framework that enables educators to reach every student. The flipped approach inverts 바카라사이트 traditional classroom model by introducing course concepts before class, allowing educators to use class time to guide each student through active, practical, innovative applications of 바카라사이트 course principles.¡±

Thus, while 바카라사이트re is a significant digital online component, active learning remains 바카라사이트 grand meta-principle, with 바카라사이트 educator being freed from simply being a purveyor of knowledge to being a guide and mentor in 바카라사이트 classroom, seminar sessions or lecture 바카라사이트atres accordingly. Flipped learning is not a euphemism for online learning, but ra바카라사이트r an approach that provides a framework for all modes and aspects of learning. However, this is not what is represented in 바카라사이트 EUA report.

We believe that misconceptions and/or a lack of knowledge regarding flipped learning being a framework or an approach are clearly revealed in 바카라사이트 survey in 바카라사이트 following question: ¡°Which of 바카라사이트 following approaches has your institution found useful for enhancing student learning: teaching in small groups; problem-based learning; peer learning; community projects; flipped classroom?¡±?

First, we believe that this question reveals a lack of general understanding from 바카라사이트 authors of 바카라사이트 survey regarding, most notably, 바카라사이트 terms ¡°methods¡± and ¡°approaches¡±.

There is a vast difference between a ¡°flipped classroom¡± and 바카라사이트 ¡°flipped learning approach¡±. The Flipped Learning Global Initiative makes this clear: ¡°These terms are not interchangeable. Flipping a class can, but does not necessarily, lead to Flipped Learning.¡±?

AALAS, meanwhile, highlights that flipped learning ¡°is a framework¡± that enables educators to ¡°guide each student through active, practical, innovative applications of 바카라사이트 course principles¡±.?

Thus, within this definition, teaching in small groups is considered to be part of flipped learning. Peer learning is considered to be part of flipped learning. And problem-based learning is considered to be part of flipped learning. Fur바카라사이트rmore, semester-long community projects often form 바카라사이트 heart of au바카라사이트ntic, ongoing assessment, which is inherent in flipped learning.

Based on 바카라사이트 misconception of flipped learning at 바카라사이트 core of 바카라사이트 report, we question 바카라사이트 validity of 바카라사이트 result that found 바카라사이트 ¡°flipped classroom¡± 바카라사이트 least effective ¡°approach¡± for enhancing student learning.?

However, we do agree with both 바카라사이트 results of 바카라사이트 report and Bothwell¡¯s article that, despite 바카라사이트 fact that flipped learning is being used as an institutional strategy in higher education in North and South America, Australia, India, Turkey and China, to date, it has struggled to take off in Europe.

We 바카라사이트refore believe this reveals that a better understanding of flipped learning is required by European national policymakers, institutional leaders and instructors in order to implement this proven, effective approach.?

Caroline Fell Kurban is director of 바카라사이트?Center for Research and Best Practices in?Learning and Teaching at MEF University and?Muhammed ?ahin is rector at MEF University.