Flipped Classroom - Literature Review

Flipped Classroom - Literature Review

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  1 Flipping the Classroom:Increasing Scores and Satisfaction in K-12 and Higher Education Literature Review Katie M. Jaehnke Learning Design and Technology EDCI: 51300: Foundations of Learning Design and Technology Dr. Heidi Watson-Held Oct. 10, 2021
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  2 Abstract Educators are constantlylooking for ways to engage learners, improve test scores, increase student satisfaction, and prepare learners for the future. This literature review focuses on an approach called flipping the classroom, and how its implementation can lead to not only increased student engagement, but also improved student satisfaction and exam scores, identified through pre/post-tests and student surveys. Flipping the classroom moves content delivery outside of the classroom (through recorded lectures, videos, reading, etc.) and replaces that time with exercises, discussions, group work, and other active learning activities. While the implementation of flipping the classroom may sound enticing to some educators, the setup requires a vast amount of preparation, expectation setting, and a shift in learning culture from both the learner and educator. This paper will focus on the requirements, benefits, and case study results of the flipped classroom as observed in the field of K-12 and higher education. Keywords: flipping the classroom, expectation setting, learning culture shift, engagement, student satisfaction, exam scores, learning activities, pre/post-tests, student surveys
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  3 Flipping the Classroom:Increasing Scores and Satisfaction in K-12 and Higher Education Salman Kahn (2013) talks about his realization that his nieces enjoyed the recorded version of him teaching them math more than the live version. This is because they were able to view and absorb the content at their own pace. Allowing students to view lectures, screencasts, readings, virtual tours, and videos at home provides a learning experience to students where they can customize the pace of their own learning, reviewing, and processing of new content (Alvarez, 2012; Kahn, 2013). This allows students to then have valuable interaction with their peers and teachers in the classroom to apply principles, gain feedback from peers and instructors, correct misconceptions, and gain one-on-one help from their instructor (Alvarez, 2012; Brame, 2013; Stonebraker, 2015). This concept is what is known as flipping the classroom. Its structure moves content outside the classroom, and shifts homework-like learning activities (exercises, debates, discussions, and other application of material) to classroom time. The collaborative learning that occurs within the flipped classroom not only encourages both peer and instructor engagement with students, it also leads to different perspectives of applying the information, developing a higher level of thinking, increased self-management skills, and application for real life social and employment scenarios (Cornell University Center for Teaching Innovation, n.d.). Although forms of flipped or inverted classrooms have been around for decades, the term flipping the classroom or flipped classroom seems to have popularized in the mid to late 2000s. This structure follows the levels of Bloom’s Taxonomy with students accomplishing the gain of knowledge and comprehension at home, and then the cognitive work is done within the classroom environment (Brame, 2013; Yui-Matsuda et al., 2017). It is important to recognize that flipping the classroom will likely require a learning culture shift for both students, who will need to buy into the expectation of learning new content outside of school hours, as well as teachers, who will
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  4 need to buyinto the heavy front-end preparation of content and activities. In addition, when it comes to setting expectations, teachers must put a high emphasis on the expectation that students are completing their reading, videos, records, etc. outside of class time. This literature review will examine the preparation requirements of flipping the classroom, various case study findings through course exam scores as well as pre/post course tests, and surveys completed by the students, which measures their engagement within the class and satisfaction of the course and structure, and finally the identified impact on minority and lower socioeconomic students through the use of the flipped classroom. Despite expected challenges, implementing a flipped classroom in K-12 and higher education environments can engage learners, improve test scores, and increase student satisfaction. Preparation for Flipping the Classroom One of the key components of flipping a classroom is setting expectations with students. Expectations, as well as reasoning, need to be explicitly explained, and students must be taught how to engage within the classroom (Stonebraker, 2015; Yui-Matsuda et al., 2017). Buy-in from the students is important. They will be taking charge of their learning on a level they likely never have before. Yui-Matsuda (2017) explained that it was not just students who would need to shift their view of training, but teachers would also need to get outside of their comfort zone of performing lectures live, and instead developing learning objectives and pre-class content. They also must prepare classroom activities which promote discussion, review, and deeper thought of the content. The resources available to teachers have become vast with the accessibility of websites and tools like YouTube, screen casting software, PowerPoint, virtual tours, Ted Talks, interactive websites like Ohio State’s interactive skeletal anatomy game, sites like Quizlet to practice
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  5 vocabulary, and KahnAcademy, a non-profit that provides free learning on a vast amount of subjects (Kahn, 2013; Quigg, 2012). Teachers have the ability to create readily available content on a variety of topics or use screen casting tools, laptop webcams, or even their phones to record their own content. One key advantage of adapting a flipped classroom structure is that content, class size, and timeline of material does not need to be changed. Although the time spent inside and out of class looks different structurally, the content itself does not need to look different, and classes need not be made smaller (Kensington-Miller et al., 2016). The activities that were typically designated as homework will look different, as those activities will need to be adapted into exercises, discussions, group work, etc. that encourage collaboration between peers to gain a deeper understanding of material. Quizzes and worksheets can still be utilized to do knowledge checks after students view the content. The use of these can be beneficial, as it is a good way to keep students accountable if they are graded. It also can help teachers pinpoint which topics and/or which students need additional attention (Brame, 2013; Kensington-Miller et al., 2016). Case Study Findings Various case studies have been done over the past few years that have explored how flipped classrooms impact exam scores and student satisfaction compared to traditional classrooms. Through the use of pre/post-tests and surveys, administrators and teachers were able to obtain qualitative and quantitative data to support, or potentially oppose, the thought that flipped classrooms produce higher exam scores and student satisfaction compared to those traditional settings (Brame, 2013; Kensington-Miller et al., 2016; Stonebraker, 2015; Yui- Matsuda et al., 2017). The majority of case studies reviewed showed that most students believed flipped classrooms were better than the traditional structure, and those in flipped classrooms
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  6 produced higher post-testscores than their counterparts (Alverez, 2012; Brame, 2013; Kensington-Miller et al., 2016; Stonebraker, 2015). Stonebraker (2015) discusses a case study done at Purdue in 2013, in which an Information Literacy course was transformed into a flipped classroom in an effort to adapt their content to an increase in lecture size. Prior to each in person class, students would watch a video or videos on an assigned topic. They would then take an assessment based on the information or skills presented in the video(s). In the classroom, time was reserved mainly for activities, discussions, research projects, and similar exercises. They found through pre/post-tests that there was favorable impact among under-represented student minorities. Their pre-tests scored lower, but they made larger gains, sometimes outperforming their peers. Overall, there was a positive impact across all students, both from test scores and focus group feedback. Course evaluations indicated that students enjoyed the collaborative learning in the classrooms, and activities challenged their abilities (Stonebraker, 2015). Kensington-Miller et al. (2016) talks about a variety of studies done on flipping the classroom in STEM topics. They discuss how in the mid-1990s the University of Michigan flipped introductory calculus classes, which resulted in approximately twice the rate of conceptual understanding compared to traditional lectures. They went on to show examples of flipped classes at the University of Nebraska, University of Hartford, and Simon Fraser University that resulted in both students preferring the flipped method and increased instructor engagement (Kensington- Miller et al., 2016). Brame (2013) describes an example of a flipped physics course, which produced learning gains nearly two standard deviations higher than what traditional courses yielded.
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  7 While there arepositive effects that occur from flipping the classroom, it is important to note that this style may not appeal to all learners (Kensington-Miller et al., 2016; Yui Matsuda et al., 2017). Because of the mindset shift required and students taking on more responsibility for their learning, this alternative structure may cause some students to be less satisfied with instruction. In a flipped pharmacology course, researchers found that although unit exam scores were higher, final exams were approximately the same compared to the traditional classroom structure. Even more interesting, the students in the flipped pharmacology course were less satisfied with the flipped classroom (p<0.001) (Yui-Matsuda et al., 2017). It should be noted, that throughout all of the studies there were limitations, including the ability to randomize the control and test groups, limited number of participants, and lack of further studies to track how well students retained knowledge and skills in the long term (Stonebraker, 2015). Impact on Minority and Lower Socioeconomic Students One area that was directly impacted by the flipped classroom structure were students in under-represented minorities, as well as students with low socioeconomic status (Alverez, 2012; Stonebraker, 2015). As stated previously, Stonebraker (2015) described how they found a favorable impact on test scores among under-represented student minority. Alvarez (2012) describes how Rob Townsend, a high school physical science teacher in Clinton Township, Michigan, experienced an increasing amount of students failing over the last 50 years. He recognized that a large percentage of students commuted from Detroit and had a 12-mile ride to school. He found that some of these students not only lacked the time to do homework, but they also lacked the comprehension of the material. Townsend figured having students taking notes at home while watching a screen capture of him teaching a lesson would be more beneficial then presenting the same information live in school. This not only allowed his students to have more
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  8 interactive education inthe classroom, but it also gave them more one-on-one time with him when needed. It also gave parents access to the material being taught, allowed them to become more engaged in their child’s education, and provided them the ability to offer support on the content with access to the material at home. With Townsend’s move to the flipped classroom, he saw a significant decrease in students failing in a variety of subjects (Alvarez, 2012). Conclusion Through the availability of free, online resources like Kahn Academy, YouTube, and recording tools, educators have more opportunity than ever to provide fun and informative educational material to their students. Allowing students to absorb this information outside of school and focusing the time in the classroom on engaging activities gives students opportunities for both enhancing their understanding of the material and additional one-on-one time (Alvarez, 2012; Brame, 2013; Stonebraker, 2015). Despite the potential challenges of implementing a flipped classroom, including heavy upfront preparation and learning culture shifts from both the instructor and student, flipped classrooms in K-12 and higher education environments can engage learners, improve test scores, and increase student satisfaction.
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  9 References Alvarez, B. (2012).Flipping the classroom: Homework in class, lessons at home. The Education Digest, 77(8), 18-21. https://www.proquest.com/magazines/flipping-classroom- homework-class-lessons-at-home/docview/1008666019/se-2?accountid=13360 Brame, C. (2013). Flipping the classroom. Vanderbilt University Center for Teaching. Retrieved September 9, 2021, from http://cft.vanderbilt.edu/guides-sub-pages/flipping-the- classroom/ Cornell University Center for Teaching Innovation. (n.d.). Flipping the classroom. Cornell. Retrieved September 9, 2021, from https://teaching.cornell.edu/teaching-resources/online- hybrid-teaching/flipping-classroom Kahn, S. (2013, March). Let's use video to reinvent education. [Video]. TED. https://ed.ted.com/lessons/let-s-use-video-to-reinvent-education-salman-khan Kensington-Miller, B., Novak, J., & Evans, T. (2016). Just do it: flipped lecture, determinants and debate. International Journal of Mathematical Education in Science and Technology. 47(6), 853-862. https://doi-org.ezproxy.lib.purdue.edu/10.1080/0020739X.2015.1129075 Quigg, S. (2012). Win big with flipping (without being an Olympic athlete). Agricultural Education Magazine, 85(1), 15–16. https://search-ebscohost- com.ezproxy.lib.purdue.edu/login.aspx?direct=true&db=eft&AN=88017918&site=ehost- live Stonebraker, I. (2015). Flipping the business information literacy classroom: Redesign, implementation, and assessment of a case study. Journal of Business & Finance Librarianship, 20(4), 283–301.
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  10 https://doi-org.ezproxy.lib.purdue.edu/10.1080/08963568.2015.1072893 Yui Matsuda, Azaiza,K., & Salani, D. (2017). Flipping the classroom without flipping out the students. Distance Learning, 14(1), 31–42. https://search-ebscohost- com.ezproxy.lib.purdue.edu/login.aspx?direct=true&db=eft&AN=124453420&site=ehost- live
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  11 Reflection Page 2 –Abstract  Italicized “keywords” as I realized when re-reviewing the APA7 formatting that word should be italicized. Page 3 – Introduction  In the first paragraph, I added a definition of flipping the classroom and learning activities in order to define two of my keywords. Although I define it in the abstract, it’s important to also define your overall concept and keywords that may not be commonly known by the reader within your introduction.  I corrected the citation with the appropriate author for Cornell University Center for Teaching Innovations. Page 3-4 – Introduction  I split up my last paragraph in my introduction into two parts so that I could include additional definitions of keywords like learning culture shift, give more context behind pre/post-tests, student satisfaction surveys, and engagement.  I also was able to include an outline of my paper within my introduction, prior to my thesis statement, so the reader knows what to expect over the next few pages.  I also updated one word in my thesis statement to flow better with the changes I made directly before. Page 5 – Case Study Findings  Previously I had this titled as “Case Studies Findings”. Reading it back now, it just sounded off. Case Study Findings sounded much better. Sometimes a few weeks in between writing and reading helps you to identify the little things that need to be tweaked.
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  12 Page 6 –Case Study Findings  I added the author and year of the article I was writing about. I reviewed my paper over and over again trying to make sure I got every reference, and was citing properly, but this was a good lesson that sometimes another set of eyes is always good. Page 9 – References  The Cornell University reference was one of the most challenging things for me. I had the OWL page up while writing, reviewing, and re-reviewing my references. I struggled with understanding what the site name was vs the author. I very much appreciate the feedback that the Center for Teaching Innovation was the author and not the site. This will help me in the future when I run into similar sources. Additional Thoughts I struggled quite a bit with my abstract and instruction and knowing where one begins and the other ends. With the feedback I received, as well as thinking back on the abstract vs introduction in the articles I read, it really helped me get a better grasp on the purpose of an abstract, and how it is okay to have some repetition within the introduction. An introduction is truly the beginning of your paper, so you want to paint a fully picture of what is to come for your reader.