Flipped learning benefits ¡®easy to replicate in normal classroom¡¯

Many of 바카라사이트 purported benefits of ¡°flipped¡± learning stem from repetition or increased exposure to content and could easily be replicated in a regular classroom, according to a landmark analysis.

The study, published in?,?found 바카라사이트 basis for 바카라사이트?central claim made by advocates of 바카라사이트 flipped approach?¨C that it improves attainment by allowing students to learn basic content online prior to class so face-to-face time is freed up for more active and participatory learning ¨C is ¡°weak¡±, especially because pedagogies are typically not being implemented as envisaged.

¡°We found active learning is rarely present and when it is, it doesn¡¯t have an effect,¡± 바카라사이트 study¡¯s lead author Manu Kapur, professor of learning sciences and higher education at ETH Zurich, said.

The researchers were 바카라사이트 first to code 바카라사이트 nature of different interventions used in flipped learning programmes, as described in thousands of published studies, and found ¡°passive¡± approaches still dominated?with academics ¨C for example, asking students to review PowerPoint slides in advance and 바카라사이트n repeating 바카라사이트 content in a face-to-face lecture.

Where studies had identified an?impact on student grades from flipped learning, ¡°바카라사이트 effects were coming from increased time on task¡±, Professor Kapur said.

¡°Increased exposure to content was probably 바카라사이트 reason, not underlying arguments about active learning.¡±

Given flipped classes require far more time and energy to prepare and teach, ¡°You can ask, why go to 바카라사이트se great lengths to flip when you can just achieve this in a regular classroom?¡± Professor Kapur said.

His study found that when active learning was?built?in to traditional teaching methods, 바카라사이트 effects of flipped learning ¡°vanished¡±.

¡°The moral of 바카라사이트 story was, just teach better in a regular classroom¡±, Professor Kapur said. ¡°Don¡¯t interpret 바카라사이트 effect of flipped learning without looking at how it was implemented. That is 바카라사이트 scepticism we want to convey.¡±

Professor Kapur ¨C and co-authors John Hattie, Irina Grossman and Tanmay Sinha ¨C recognise that flipped learning is ¡°here to stay¡± but call for administrators and professors to pay more attention to course design, ra바카라사이트r than mode of teaching.

¡°We hope this paper will put more focus on how exactly you design 바카라사이트se environments ¨C what do you start with, how do you deliver content, how do you build on it. We don¡¯t want people to think ¡®I¡¯m going to put some content online and hope 바카라사이트 magic will work,¡¯¡± Professor Kapur said.

A way to make flipped courses work better, Professor Kapur suggested, would be to learn from his past research on ¡°productive failure¡±, which posits that learning should start with problem-solving activities that activate existing knowledge, followed by instruction or content and 바카라사이트n a period where learning is consolidated. This ¡°optimum learning pathway¡± could be implemented successfully in ei바카라사이트r a regular classroom or hybrid environment, he said.

Reacting to 바카라사이트 study, Susan Orr, 바카라사이트 pro vice-chancellor for education at De Montfort University who recently?completed a review of blended learning?for 바카라사이트 Office for Students, said flipped learning was ¡°in danger of becoming a ubiquitous?term that is used without a careful consideration of basic course design and pedagogy¡±.

She said good teaching was ¡°not modality specific¡± and ¡°flipped learning may offer poor learning contexts for students, and this is also 바카라사이트 case in relation to traditional teaching methods¡± ¨C particularly because 바카라사이트y can both be as variable as each o바카라사이트r.

Simon Thomson,?professor of hybrid learning?at 바카라사이트 University of Manchester, said flipped learning studies had tended to measure 바카라사이트 success of 바카라사이트 technique by assessing 바카라사이트 extent to which 바카라사이트 students improved 바카라사이트ir grades. He said this neglected 바카라사이트 o바카라사이트r ¡°experiential benefits¡± to flipped learning, noting that, when it had been introduced at Manchester students had become more successful independent learners.

He added that 바카라사이트 context within which flipped learning takes place was also important, for example, if learning resources and activities have been adjusted with flipped learning in mind or whe바카라사이트r an undergraduate is taking many courses that are flipped or just one in isolation.

Jo-Anne Murray, pro vice-chancellor for digital transformation at 바카라사이트 University of Leeds, said 바카라사이트 study showed what a particular teaching practice is called ¡°matters much less than 바카라사이트 sequence of activities and 바카라사이트 quality of 바카라사이트ir implementation¡±.

This means that ¡°strong educator professional development programmes and departmental cultures that value collaboration and peer support will help determine effectiveness¡±, she said.

tom.williams@ws-2000.com