(2) Utilize a collaboration, communication and coaching tool, e.g., Edmodo to help students get connected and stay organized in an online classroom, before the ...
IACB, ICE & ICTE Conference Proceedings | 2017
New York, New York | July 30 - August 3
Clute Institute Since 1985
ISSN 2157-9660 (Online)
2017 IACB, 2017 ICE & 2017 ICTE Proceedings
New York, New York
How To Flip A Classroom In Four Simple Steps Baris Sezer, Hacettepe University, Turkey Tufan Asli Sezer, Ankara University, Turkey Samsun Lampotang, University of Florida, USA
ABSTRACT When using the flipped classroom method as a pedagogical model, the typical lecture and homework elements of a course are reversed. An examination of the flipped classroom literature identifies numerous factors that can create problems when implementing a flipped classroom: students coming to class unprepared, failure to watch videos longer than 10 minutes, failure to embrace the method by students, conduct formative assessments by instructors, technical problems, lack of time on the part of the instructors to prepare materials, failure to use proper tools, and lack of technical support and equipment. To solve some of these issues, instructors can create interactive course materials with simple and free applications and share them with the students, monitor logs whether students view/study these materials, and more importantly, inform students about what the flipped classroom model involves and why it is being used. For successful implementation of a flipped classroom, it is crucial that students understand the method and that the above problems are addressed proactively. The steps suggested below can facilitate a successful transition to a flipped classroom. (1) Select affordable or free authoring apps to create interactive course materials, e.g., create videos with Screencastify, a free video screen capture tool. Use EDpuzzle, also a free app, to add interactivity by incorporating questions into videos to evaluate student knowledge or skills, to monitor logs how many times, and for how long the students watch the video, and to provide verbal/written feedback to the students on the basis of their answers or performance. (2) Utilize a collaboration, communication and coaching tool, e.g., Edmodo to help students get connected and stay organized in an online classroom, before the face-to-face class (3) Use class time efficiently (i.e., learner-centered activities such as Think-Pair-Share, Using Task Cards, Role Play, Inquiry-Based Learning, Debate, and Reflective Thinking Practices). (4) Begin with the end in mind: Design the assessment methodology and evaluation criteria (evaluation of student logs and assignments, classroom interactions, relevant questions, etc.). The flipped classroom method has many potential advantages (increased interaction and engagement, facilitation of student-centered education, optimization of instructor time, etc.) but it also has some limitations as mentioned above. We have used the four steps outlined above in middle and medical school students. We found that these four steps work. Using the four steps may also help you in implementing a flipped classroom. Keywords: Educational Tools, Interactive Videos, Learner-Centered Activities.
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