the role of online tutorials in a flipped classroom

The Role of online Tutorials in a Flipped Classroom Approach to LearningIain Lambie & Bobby LawGlasgow Caledonian University

What is the Flipped Classroom?

“Flipped learning is a pedagogical approach in which the conventional notion of classroom-based learning is inverted, so that students are introduced to the learning material before class, with classroom time then being used to deepen understanding through discussion with peers and problem-solving activities facilitated by teachers.”

(Higher Education Academy, 2017)

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Origins of Flipped Learning

Popularised early mid-2000s by Chemistry teachers Jon Bergman & Aaron Sams and Salman Khan (Khan Academy Founder).

Origins further back to 1990s Professor Eric Mazur's ‘peer instruction’ model.

Expanded to include technological elements by Baker (2000) presentation ‘The Classroom Flip: Using Web Course Management Tools to Become a Guide by the Side’ delivered at the International Conference on College Teaching and Learning.

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Traditional and Flipped approach

Traditional learning - students acquire knowledge in a classroom context, synthesis, analysis and evaluation take place outwith the classroom.

Flipped classroom - students acquire knowledge before class, classroom time is used to practice and apply concepts and ideas through interaction with peers and teachers. Feedback received from peers and tutors is reflected upon after class to further their learning.

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Potential benefits of Flipped Learning

Classroom time can be used to deepen learning and develop higher-level cognitive skills.

A core objective of flipped learning is to engage students reducing passive learning and embracing active learning.

i.e. collaborative activity, peer learning and problem-based learning.

Tutor/teacher role shifts towards facilitator and coach by empowering students to take control of their own learning.

Technology use further enhances the flipped learning process promoting essential skills for 21st-century learning (e.g. digital literacies).

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Pedagogies

Problem based learning.

Active learning.

Social constructivism.

Learner/Learning Centred

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Pedagogies

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(E-Guide:Pedagogies for e-learning, 2007)

Tutor Perspective

Keep the enthusiasm and energy in your voice and in your whole approach.Use the pointer as much as possible when you are talking, to give the students a point of focus.Make your slides as lively and engaging as possible

Graphics,relevant examples and case studies,minimal text,beware of animations and transitions.InteractiveInclude slides in which the students have to contribute or participate.

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Tutor Perspective

Maintain relevance - deal with unrelated student queries at the end of the session.

Team teach if possible

to help with technical issues,

respond to individual students,

keep an eye on the chat pod, etc.

Don’t be distracted by people coming late or leaving early.

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Tutor Perspective

Session pace will be different than a face-to-face session

don’t expect to cover as much.

Build in some time for technical issues, etc.

Check and set up your online room prior to the session starting.

If possible, the first session should be an introduction to using the online tool.

Students may not have or choose not to use their microphones; counteract this by using the

chat facility, whiteboard, notepad etc.

There is always the spectre of technical issues; if possible, have a backup plan.

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Encouraging Student participation

Interaction is key; ask questions and use status icons for responses.

Try opening with an icebreaker; e.g. Open University module TT284 has both UK and Eu

based students; present a map and ask students to use the drawing tools to indicate where

they are from.

Ask questions, questions, and more questions.

Get the students to use the Whiteboard

Annotate diagrams, images, graphs, code snippets etc

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Encouraging Student participation

Use Q&A facility if possible.

Use breakout rooms for students to work in groups on a task or activity; frequent each

breakout room regularly; groups present findings at the end of the activity to the rest of the

attendees.

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General Advice

Be aware of the elements that will impact on your students' interest and engagement in a

session.

It can be more of a challenge to keep them motivated and keep their attention.

Let the students see you (stream your video), and maintain the energy and enthusiasm in

your voice.

Set up the classroom so that it is appropriate for the session;

you can include audio, video, images, maps, diagrams, games ... whatever will interest

the students and support your content.

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General Advice

Give the students plenty of support resources and allow them time to practise and become

comfortable in the environment.

It is vital to incorporate student interactivity throughout the session

embed participation into your presentation,

get students drawing and writing on the whiteboard,

get them answering and posing questions in the chat,

get them doing group work in the breakout rooms,

ask targeted questions frequently.

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Example Activities

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Example Activities

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Example Activities

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Example Activities

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Example Activities

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Example Activities

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Example Layouts

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Example Layouts

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Example Layouts

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Example Layouts

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References

Flipped learning | Higher Education Academy (2017) Heacademy.Ac.Uk, [Online]. Available at https://www.heacademy.ac.uk/knowledge-hub/flipped-learning-0 (Accessed 25 October 2018).

E-Guide:Pedagogies for e-learning (2007) Warwick.Ac.Uk, [Online]. Available at https://warwick.ac.uk/services/ldc/resource/eguides/pedagogies/ (Accessed 31 October 2018).

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