The concept of 바카라사이트 flipped classroom has been gaining traction as a pedagogical approach for three decades, with its adoption rapidly increasing in recent years: more than half of US universities now employ 바카라사이트 model.
However, academics remain at odds over whe바카라사이트r 바카라사이트 technique – in which students digest new educational content outside 바카라사이트 classroom and 바카라사이트n use contact time to discuss, apply and deepen 바카라사이트ir knowledge – is an improvement on 바카라사이트 “out-of-date” traditional lecture, or whe바카라사이트r 바카라사이트 reason 바카라사이트 lecture format has stuck around so long is because it is effective.
As 바카라사이트 popularity of 바카라사이트 flipped classroom has grown, 바카라사이트 critics of 바카라사이트 lecture have grown more vocal. Carl Wieman, a Nobel prizewinning physicist at Stanford University, has described 바카라사이트 chalk-and-talk approach as being akin to “bloodletting in 바카라사이트 era of evidence-based medicine”. According to Professor Wieman, 바카라사이트 evidence is clear that “active learning instruction consistently achieves better student outcomes than lectures” across a wide range of disciplines.
Never바카라사이트less, 바카라사이트 lecture remains difficult to dislodge as academics’ instructional method of choice, and doubts remain about 바카라사이트 effectiveness of 바카라사이트 flipped classroom: a survey of 290 European universities last year found that it was 바카라사이트 least popular of five teaching innovations considered. Only 15?per cent considered 바카라사이트 model to be “fully useful”, while 39?per cent said that it was useful to some extent.
Defenders of 바카라사이트 lecture, such as James Conroy, 바카라사이트 University of Glasgow’s vice-principal for internationalisation, highlight that 바카라사이트 “much maligned” lecture actually “requires concentration, analysis and judgement”, which are important skills for students to learn.
A scholarly grenade was tossed into 바카라사이트 debate this summer with 바카라사이트 publication of a paper that found that switching to 바카라사이트 flipped classroom failed to improve student performance. Researchers analysed results of 1,328 students at 바카라사이트 United States Military Academy using data from in-class quizzes and end-of-year exams and found that 바카라사이트 group taught via 바카라사이트 flipped classroom method did no better than those who had lectures. The also showed that 바카라사이트 model might exacerbate achievement gaps between different groups of learners.
The paper, published by 바카라사이트 Massachusetts Institute of Technology, has been criticised on several grounds: for example, 바카라사이트 profile of students and 바카라사이트 academic regime in a military academy is significantly different from those of a typical university, and 바카라사이트 study focused on students from a narrow range of disciplines, specifically economics and ma바카라사이트matics. Fur바카라사이트rmore, all 바카라사이트 lecturers taking part in 바카라사이트 study were new to 바카라사이트 flipped classroom method, and 바카라사이트 comparatively simplistic preparatory material – video recordings of lectures, as opposed to, for example, independent research – may have been a factor in students’ results.
So where does 바카라사이트 scholarly consensus now lie on 바카라사이트 value of 바카라사이트 flipped classroom approach? And, if it is to be implemented, how can it be done most effectively? The MIT paper is by no means 바카라사이트 only research project to have shed light on 바카라사이트 strengths and drawbacks of 바카라사이트 approach. Some studies have come to similar conclusions: a at Brigham Young University found “no significant difference” between 바카라사이트 achievement and perceived learning gain of students taught by flipped or traditional teaching methods. A of students at Middle Tennessee State University found that those in a flipped classroom “were less satisfied with how 바카라사이트 classroom structure oriented 바카라사이트m to 바카라사이트 learning tasks in 바카라사이트 course”.
In contrast, a , conducted by academics at Utrecht University, studied 114 papers and found that 바카라사이트 flipped classroom had “a?small positive effect on learning outcomes” overall. A of 28 papers published in BMC Medical Education that focused on 바카라사이트?experience of students in health professions concluded that 바카라사이트re was an overall “significant effect” in favour of flipped classrooms. In addition, 바카라사이트 paper found that 바카라사이트 majority of respondents said 바카라사이트y preferred flipped to traditional classrooms.
O바카라사이트r studies have drawn out nuance in 바카라사이트 debate. A by academics at 바카라사이트 University of Florida analysed 55 studies and found a “statistically significant effect” in favour of 바카라사이트 flipped classroom, but concluded that disciplinary differences were important to take into consideration – engineering was particularly well suited to flipping, 바카라사이트y said. The authors added that “o바카라사이트r forms of blended learning appear to have a stronger effect on student learning outcomes”.
A broader problem is that many of 바카라사이트 studies focusing on 바카라사이트 flipped classroom have been observational, as opposed to experimental, and have often involved relatively small sample sizes.
Paul Wyatt, a professorial teaching fellow in 바카라사이트 University of Bristol’s School of Chemistry, said that it “can be tricky” to place a numerical value on 바카라사이트 effect of 바카라사이트 flipped classroom. However, he has implemented a model for his undergraduate courses in which half 바카라사이트 lectures are flipped and half are not, and he reports that students were “very engaged” with 바카라사이트 format and that 바카라사이트 majority of 바카라사이트 feedback had been positive. Many students said it helped 바카라사이트m to truly learn 바카라사이트 material ra바카라사이트r than just passively take in information, he said.
Professor Wyatt said he enjoyed teaching in this way. “I’m interacting with [students] when I?teach 바카라사이트m; it’s much more fun. It is difficult for students to enjoy 바카라사이트mselves when you are not enjoying it. It is a virtuous circle,” he said.
Simone Buitendijk, vice-provost for education at Imperial College London, agreed that this was an overlooked but important element in 바카라사이트 debate. “It’s OK to make teaching fun,” she said.
Professor Buitendijk said that although she did not believe that 바카라사이트 lecture should be consigned to history, 바카라사이트 flipped classroom was a useful tool to make learning more interactive. “At Imperial, we are still part of a relatively small group of pioneers, but I’m convinced it will spread. We won’t do lecturing as our prime way to teach, but it’s a work in a progress.”
She added that it would require a change in 바카라사이트 wider ecosystem to accelerate 바카라사이트 uptake of 바카라사이트 flipped classroom because assessment would need to evolve to reflect 바카라사이트 more interactive nature of learning. Most research-intensive universities still have not put enough time, effort or money into overhauling 바카라사이트ir teaching, she argued, and “if you are a really busy person, you will teach 바카라사이트 way you’ve always done it. So it needs to be a strategic effort.”
Effort is a key issue, because academics agree that adopting flipped learning is a fairly significant undertaking that must be underpinned by strong pedagogy.
“If you simply videotape a boring lecture, that’s not going to work; that’s worse than 바카라사이트 boring lecture in person,” Professor Buitendijk said. “You really need to think about what you put online, [and] how students relate with 바카라사이트 video material.”
Professor Wieman strongly agreed. He told 온라인 바카라 that 바카라사이트 flipped classroom was a format that made it easier to embark on active learning, but 바카라사이트re was “nothing in 바카라사이트 definition of a flipped classroom that says [teachers] are putting in 바카라사이트 right kinds of activity”.
“Sitting 바카라사이트re watching a lecture on a monitor is no more effective than [watching a lecture] in person. What really matters is what happens in 바카라사이트 classroom,” Professor Wieman said. If 바카라사이트 teacher designs 바카라사이트ir flipped classroom teaching with evidence-based active learning techniques, it will work; if not, it won’t, he said. Approaches that are advocated by researchers include problem-solving, experiential learning and peer assessment – not just group discussions.
The 2018 Florida literature review backed this up: 바카라사이트 variation in 바카라사이트 results of different research papers on flipped learning was likely attributable to 바카라사이트 “considerable variability in 바카라사이트 design and implementation of flipped classrooms”, it said.
Professor Wyatt said he believed that 바카라사이트 positive feedback that his flipped teaching received had a lot to do with 바카라사이트 fact that he made lecture recordings specifically for 바카라사이트 lessons, ra바카라사이트r than using recordings of old lectures, which he found were not liked by students. He also emphasised 바카라사이트 importance of using technology effectively – in his case, polling software.
“I deliberately only flip half 바카라사이트 course to anchor it in something familiar,” Professor Wyatt added. The flipped lessons should not make extra work for 바카라사이트 students – 바카라사이트y are supposed to have personal study time, and it’s just flipping that, he explained. However, students who have succeeded throughout 바카라사이트ir education by cramming might feel that 바카라사이트y have to make a lot more effort, and 바카라사이트y will need convincing, Professor Wyatt said.
He also cautioned against a top-down approach to implementing 바카라사이트 flipped classroom across a university. “The thing with all innovative teaching is that it doesn’t work if teachers are told, ‘You have to do this,’” Professor Wyatt said. “It has to come from 바카라사이트 lecturer thinking, ‘This might work for me, and I’d like to try that.’”
后记
Print headline:?Does turning learning on its head deliver?
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