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https://youtu.be/9aGuLuipTwg
Wat ideeën ter ondersteuning van flipping the classroom.

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Het lijkt mij vooral interessant om het active learning toe te passen in het lab.

Voorbeeld: instructie video voor groepen van studenten. Studenten krijgen de rol van een expert op een bepaald onderwerp. Aan de hand van de uitleg moeten peers aan de slag op het lab. Focus op ontdekken van apparatuur.

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Dr. Renata Fortuna Ramos at Rice University recently took an inventive step to try and increase student engagement within her Systems Physiology Laboratory Module (BIOE 320) course. Her paper entitled "Introduction of Active Learning Techniques Increases Student Learning in a Systems Physiology Laboratory Course" details her steps to implementing student led active learning. The class, which requires students to use Biopac Student Lab to record and analyze common physiological signals, had groups of students gain in-depth knowledge of the material that then served as experts to the other participants the following class. You can read and download the full paper here to see Dr. Ramos' results.

Smart Center Stand-alone, Portable Wireless Physiology Systems Smart Center Essentials entry-level system includes a Smart Center Device (BN-SMART with USB power cable), 2 or 3 Transmitters (BN-xxx-T with chargers); AcqKnowledge for Smart Center, and a case. Smart Center Enhanced adds a Logger (BN-LOGGER) and Basic Scripting License (ACK100W-BAS) to the Smart Center Device (BN-SMART with powercable), 3 [...]

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Good quality data is important for reliable physiological research. No longer restrained to wires or stationary devices, BIOPAC's newly released Smart Center is a lightweight and compact system designed to acquire quality data. The portable, wireless device offers high fidelity physiological data, allowing for subjects to be untethered while being recorded. The system includes the [...]

The new issue of Psychophysiology has a study "Quantifying rapid changes in cardiovascular state with a moving ensemble average" using MEAP for preprocessing/analysis and BIOPAC hardware and software for data collection, display, and storage. The proof of concept study demonstrates a viable method for the adoption of ICG measures across the field of psychophysiology. MEAP (moving ensemble [...]

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Active Learning Techniques with Biopac Student Lab-Featured Article | BIOPAC

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Dr. Renata Fortuna Ramos at Rice University recently took an inventive step to try and increase student engagement within her Systems Physiology Laboratory Module (BIOE 320) course. Her paper entitled "Introduction of Active Learning Techniques Increases Student Learning in a Systems Physiology Laboratory Course" details her steps to implementing student led active learning.

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Het meest complexe deel van flipping the classroom is misschien wel het active learning deel. Vijf mogelijkheden worden hier beschreven: Inside/outside circle, Group quizzes, Jeopardy,  Oxford-style debate, Human bingo.

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Active-learning techniques are growing more common as educators develop flipped-classroom environments and create teaching strategies that engage students and add real-time technology experience in the classroom.

A flipped classroom turns education on its head: Typically, students have an instructor who lectures in the classroom, with some discussion and quizzes or exams on the lessons. The lecture is the central classroom activity.

In a flipped classroom, the lecture is, in effect, the student's homework. After hearing the lecture at home, students devote classroom time to reinforcing the topic of the lecture. This allows students to demonstrate top-of-mind awareness skills, evaluate their retention of the information and leave the classroom for hands-on applications. This model has been widely used in varied scenarios and university classrooms with a high level of success.

In providing an adequate flipped-classroom environment to engage students in participatory learning, instructors may want to use some of these techniques:

Inside/outside circle: This is an interactive-discussion exercise. Have the students arrange themselves into two concentric circles, equally distributed. The students within the inside circle will face outward, and the students on the outside circle will face inward, providing a partner for each student. After being given the directive, one student speaks, while the other listens, and then the scenario flips.

Group quizzes: Divide the students into groups with a maximum of four people. Each group will complete a quiz with fact-based and discussion-based questions that refer back to the lecture topic.

Jeopardy: True to the television counterpart, the instructor prepares a board filled will questions based on varied topics corresponding to assigned reading and lectures. The classroom is broken into teams to tackle the questions. This can also lead to further discussion while responding to questions.

Oxford-style debate: Students are instructed to respond to a particular proposition or statement theme. With student teams, one side will respond for the proposition and one team will respond against the proposition and debate why. Each team will have an opportunity for rebuttals and conclusions. Audience members are encouraged to create a "T-chart" to keep track of interesting points from the "for" and "against' discussions. This will create an engaging discussion and formulate questions that last far beyond the debate.

Human bingo: A bingo card that contains a question or statement is distributed to each student. The students are then given an opportunity to find a classmate who knows (or thinks he/she knows) the answer to their particular question or statement. The students have a set amount of time to collaborate and get "bingo" as often as the time allows. They can use the same student to answer a maximum of two squares. When the time is up, questions and statements are selected for classroom discussion.

All of these techniques can help foster an interactive learning environment that will engage students and enhance the lectures previously viewed. Javier Horta, a physiological and organic chemistry professor at the University of Massachusetts, uses the flipped classroom technique in his classes.

"Students have to be active participants. This teaching model supports experiential learning. Students come into the classroom to have an experience, rather than just absorb data. We could devote more class time to discussing examples and students could spend more time in the lab," says Horta.

Although this method has been around for quite some time, it is being used more often amid the shift toward incorporating technology into the classroom and making student engagement a priority. Universities are also exploring portable desks and chairs with wheels to allow more interactivity and mobility in the classroom to further enhance learning opportunities.

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Five Learning Techniques for a Flipped Classroom

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Active-learning techniques are growing more common as educators develop flipped-classroom environments and create teaching strategies that engage students and add real-time technology experience in the classroom. A flipped classroom turns education on its head: Typically, students have an instructor who lectures in the classroom, with some discussion and quizzes or exams on the lessons.

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Er zijn drie typen tools die je kunt inzetten: stem/antwoord tools, video-opname tools en discussie tools

Stem/antwoord tools zijn bijvoorbeeld Kahoot, Mentimeter en Socrative, allen gratis. Sommigen kunnen antwoorden exporteren, sommigen zijn alleen voor niet al te grote groepen geschikt, sommigen kunnen verschillende soorten vragen aanmaken maar Kahoot alleen MC, sommigen hebben een competitief element, anderen niet.

Tools om zelf video's op te nemen zijn bijvoorbeeld Camtasia/Snagit (niet gratis) en screencast-o-matic (gratis en betaalde versie).

Er zijn verschillende soorten discussie platforms, zoals bijvoorbeeld de discussion board in blackboard. Studenten kunnen bijvoorbeeld bij de voorbereiding van de les hierop vragen posten die de docent dan kan behandelen in de les.

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Benaderingen en tools: een vergelijking | Flipped classroom | Resultaten projecten | Rijksuniversiteit Groningen

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We kunnen tools voor flipped classroom grofweg in drie categorieën indelen: Stemtools/Student Response Systems, tools voor het opnemen van video en discussieplatforms. De tools die hier worden aangedragen, zijn vooral geselecteerd op grond van gebruiksgemak voor de docent. Docenten kunnen snel aan de slag op hun werkplek, thuis of op de universiteit.

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Inzet van video's bij flipping the classroom

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Inzet van video's bij flipping the classroom

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Als je video's inzet kunnen studenten  de stof in hun eigen tempo besturen, als je meer tijd nodig hebt kun je de video terugspoelen of stil zetten, als je het al goed snapt kun je er snel doorheen scrollen.

Studenten kunnen een video ook terugspoelen, kan niet bij een gewone les.

Het moet een afwisseling zijn met andere lesvormen, zodat studenten kunnen kiezen tussen verschillende manieren van leren.

Studenten vinden video's vaak aantrekkelijk

Het is verstandig om zelf goede video's te zoeken en daar naar te verwijzen of om zelf video's te maken zodat je weet dat studenten de juiste informatie krijgen.

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The Flipped Classroom: A Survey of the Research Jacob Lowell Bishop, Utah State University Jacob Bishop holds B.S. and M.S. degrees in Mechanical Engineering.

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Een review:

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Key Takeaways

However popular it might be, the nearly decade-old flipped classroom concept has proven a tepid alternative to face-to-face teaching.

The time is now ripe to flip the flipped classroom in favor of a new model that preserves the power of the in-class lecture, while incorporating technology and activities as a support rather than a substitute.

Video plays a key role in this new model as a tool for offering personalized, targeted feedback to students on individual and group assignments.

The flipped classroom model of teaching has been popular among educators around the world for about a decade, thanks both to faculty experimentation and the tremendous success of organizations such as Khan Academy, which make instructional videos available for teachers and students. This flipped model is built around recording lectures for consumption outside of class, with classroom time devoted to discussion and activities. The approach has been touted as transformative and disruptive to education as usual.

However, I do not see evidence of this model causing serious disruption to education. The model is not a strong alternative to face-to-face teaching, as online teaching sometimes is; further, those who claim to have "flipped" their classrooms are sometimes masquerading a blended learning experience as a flipped class.

It is time to flip the flipped classroom model, not in favor of a nostalgic return to teaching models of old, but rather in favor of a new model.

A New Model

This new model will focus on reinforcing classroom lectures with technology and active learning techniques, while individualizing student feedback in innovative ways.

Active Lectures

Good lectures should be restored and reinforced rather than replaced by video lectures. The flipped classroom started with the misperception that lecturing is ineffective and unappreciated. However, lecturing per se is rarely the problem, as Molly Worthen pointed out in her New York Times article. ¹

Bad lectures contribute to poor learning. Bad lectures are boring; bad lectures lack meaning and purpose; bad lectures lack understanding of students; and bad lectures are disconnected from learning objectives and assessments. If teachers lack interest in or insight into students and the learning process, introducing so-called active learning activities simply replaces boredom with chaos, making good old lecturing a relief in retrospect.

In addition to failing to understand the value of lectures, the flipped classroom fails to appeal to the intrinsic motivation of faculty members. Why would they forego their own live lecturing? Why would they spend time producing videos as if they were trained by Hollywood instead of Harvard? Why would they spend time adding "active learning" tricks if they know what makes or breaks a class?

In the flipped classroom model, teachers use class time for group work or active learning activities based on the rationale that doing so lets them give more individualized and immediate feedback to students. That does not always happen, however, as teachers cannot split themselves to give individualized attention to all groups or all individuals.

The good intention of individualized attention must face the harsh realities of limited teacher capacity; otherwise, what starts as active learning may dissolve into organized chaos, especially when group work is involved and students begin working together before they have gained a basic understanding of the material - thus becoming the blind leading the blind. Students' individual needs remain unmet in the wake of such experiences. Going home to watch generic lecture videos does not provide remediation, as such videos may not be produced to address individual issues.

Instead of restoring the practice of teachers talking during the entire class period, professors should intentionally incorporate what James Lang called "small teaching" techniques in the lecturing process. For instance, they might build into that process retrieving, predicting, and self-explaining activities. ² Further, faculty members can learn from each other about effective lecturing practices.

At Abilene Christian University (ACU), we appreciate good lectures and started a lunchtime series called My Best Lecture, in which we invite professors, usually rated highly by students, to give their favorite lecture to demonstrate their approach to fellow professors. My Best Lecture is one of our most popular faculty development programs. Teachers love to see each other lecture. It is an old art, but one that still has room for improvement. As our series has made clear, good lectures incorporate connections to prior learning, presentation of new content, questions and answers, verbal and physical cues, instructional humor, and many other components appreciated by students and faculty alike. That is, good lectures include components of active learning that the flipped classroom model is meant to promote. Rebecca Hunter, for example, an associate professor of biology at Abilene Christian University, uses rich presentation tools and artifacts in her lectures (figure 1).

Figure 1. Biology professor Rebecca Hunter presenting at a My Best Lecture session

Many useful technologies can guide professors and students. For instance, teachers can use Padlet - a virtual wall to post content without having to sign up - to gather quick feedback from students. Cassandra Sachar from Bloomsburg University recommends using quick polling and interaction apps such as Kahoots and sli.do during class to promote active lecturing. ³ However, professors need not rely on "killer apps" for active learning activities; to gather feedback from students, Google Docs and discussion boards can be equally effective.

Video Feedback, Not Video Lectures

Instead of trying to replace lectures with videos, teachers can replace text-based feedback with video feedback. Students can complete their work individually or in groups before or after classes. Teachers can then give them feedback by recording "quick and dirty" (focus on "quick") videos commenting on their individual or group work. That is, rather than producing polished instructional videos to replace a lecture, teachers can produce informal videos to give individual feedback to students.

Videos, especially screencast videos, let teachers personalize their feedback to individual students in an environment where the teachers feel comfortable, whether their offices, studios, or even back yards. Teachers should nonetheless aim for the best possible lighting and sound, so students do not have to strain while watching videos that are barely audible or seem to have been shot in a cave. Being able to choose the location lets teachers relax, and the production is not nearly as stressful as producing reusable lecture videos.

Instructors can use such videos to give quick feedback, work through problems, explain graphics or diagrams, or elaborate on structures. Tools such as Camtasia, Jing, Screencast-o-matic, Quicktime, Explain Everything, or Showme are all fairly easy to use for producing short feedback videos. Substantial research has proven this "veedback" (for video feedback) approach to be both effective and popular among students. Indeed, learning management systems (LMSs) such as Canvas now allow teachers to comment with media rather than text alone. Instructors can simply record media comments and then upload them to their LMS, or record a short media comment using the LMS's own media tools. In figure 2, Tracy Spencer, adjunct professor of education at ACU, uses video to give feedback on a student's assignment. In figure 3, Vic McCracken, associate professor of Bible, missions, and ministry at ACU, uses video to offer feedback on student discussions.

Figure 2. Tracy Spencer using video to give feedback on an assignment

Figure 3. Vic McCracken using video to offer feedback on discussions

Using videos for feedback will also save teachers time. Offering comments verbally in a video is faster than typing, letting instructors say more in the same amount of time. When grading assignments, try talking to the students during the video - address them by name, give specific suggestions, offer encouragement or confirmation, and guide them toward a better draft. While talking-head videos are taboo in online lecturing, I have found that students do not mind a talking head if the head is addressing them directly. That said, if you need to demonstrate something on the screen, it is better to produce screencast videos capturing screen activities as you narrate.

Concluding Thoughts

I have seen many of our professors' video feedback sessions; sometimes they include unexpected interruptions, such as children, ringing phones, or the family dog wandering into the frame. Sometimes I hear the sound of dinner being prepared or a lawn being mowed in the background. So what? Teachers are human, too, and students will appreciate the richness of their lives. Let your teachers offer video feedback that is casual and authentic. Let them focus on content, rather than fancy transitions and eye-candy effects. And, when they return to the classroom, allow them to be the sage on stage - just the way they, and students, like it.

Notes

1. James M. Lang, Small Teaching: Everyday Lessons from the Science of Learning, Jossey-Bass, 2016.

2. Molly Worthen, "Lecture Me. Really," New York Times, October 17, 2015.

3. Cassandra O'Sullivan Sachar, "I'm in 'Kahoots' with Technology in the Classroom," Faculty Focus, July 31, 2017.

Berlin Fang is director of Instructional Design, Walter H. Adams Center for Teaching Excellence, Abilene Christian University.

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However popular it might be, the nearly decade-old flipped classroom concept has proven a tepid alternative to face-to-face teaching. The time is now ripe to flip the flipped classroom in favor of a new model that preserves the power of the in-class lecture, while incorporating technology and activities as a support rather than a substitute.

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Ibook leesbaar alleen met Ipad begreep ik.

Dit ebook is bedoeld voor docenten die het onderwijs willen herontwerpen met behulp van ICT. Dit ebook biedt inspiratie en beschrijft de veel gebruikte onderwijsmodellen en -concepten. Tevens wordt aangegeven welke tools docenten kunnen gebruiken om deze onderwijsconcepten toe te kunnen passen in het eigen onderwijs.
Volgende vragen worden beantwoord:
-  wat is flipping the classroom?
- wat is de meerwaarde?
- wanneer toepassen?

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Christien Beuving, Roel van Geijn en Rianne Salden, januari 2013

Dit artikel geeft een overzicht van wat flipping is en vervolgens een verslag van een (in het klein uitgevoerd) onderzoek met de volgende onderzoeksvraag:

Wegen de
tijdsinvestering van de docent en de voorwaarden voor omgekeerd lesgeven op tegen de (positieve)
invloed van omgekeerd lesgeven op de motivatie van leerlingen en invulling van de lessen?

Meer onderzoek is nodig en 'flipping' blijkt geen wondermiddel te zijn dat van alle leerlingen gemotiveerde, hardwerkende, zelfstandige mensen maakt.

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Flipping in relatie tot de verschillende persoonlijkheden van de studenten.
Ook wordt aangegeven dat studenten die "alleen een tentamen willen halen" geen voordeel zien in flippen,  itt studenten die zich de stof meer eigen willen maken.
Studie met veel onvolkomenheden, maar interessante standpunten.

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Kort artikel dat beschrijft waar je op moet letten voordat je gaat flippen

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Interesant artikel over hoe effectief daadwerkelijk het flipped classroom concetp is. Zijn wij niet een beetje te snel aan het veranderen van clasicaal naar iphone-lessen?
Interessant is dat een flipped classroom met videos (b.v. op blackboard) makkelijk toelaat dat studenten die verder zijn geen tijd verpillen met stof die ze al begrijpen, en studenten die achterlopen deze stof meerdere keer kunnen herhalen. Daarmee bereikt de kennis volgens de theorie beter alle studenten.

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In een kort en overzichtlich artikel alles over flipping de classroom. Vond zelf interessant dat er een onderdeel over kritiek tegen flipping staat. Ben er deels mee eens.

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Flipped classroom teaching at Clintondale High School in Michigan, United States

A flipped classroom is an instructional strategy and a type of blended learning, which aims to increase student engagement and learning by having pupils complete readings at home and work on live problem-solving during class time. This pedagogical style moves activities, including those that may have traditionally been considered homework, into the classroom. With a flipped classroom, students watch online lectures, collaborate in online discussions, or carry out research at home, while actively engaging concepts in the classroom, with a mentor's guidance.

Flipped classrooms also redefine in-class activities. In-class lessons accompanying flipped classroom may include activity learning or more traditional homework problems, among other practices, to engage students in the content. Class activities vary but may include: using math manipulatives and emerging mathematical technologies, in-depth laboratory experiments, original document analysis, debate or speech presentation, current event discussions, peer reviewing, project-based learning, and skill development or concept practice Because these types of active learning allow for highly differentiated instruction, more time can be spent in class on higher-order thinking skills such as problem-finding, collaboration, design and problem solving as students tackle difficult problems, work in groups, research, and construct knowledge with the help of their teacher and peers.

A teacher's interaction with students in a flipped classroom can be more personalized and less didactic, and students are actively involved in knowledge acquisition and construction as they participate in and evaluate their learning.

In 1993, Alison King published "From Sage on the Stage to Guide on the Side," in which she focuses on the importance of the use of class time for the construction of meaning rather than information transmission. While not directly illustrating the concept of "flipping" a classroom, King's work is often cited as an impetus for an inversion to allow for the educational space for active learning.

Harvard professor Eric Mazur played a significant role in the development of concepts influencing flipped teaching through the development of an instructional strategy he called peer instruction. Mazur published a book in 1997 outlining the strategy, entitled Peer Instruction: A User's Manual. He found that his approach, which moved information transfer out of the classroom and information assimilation into the classroom, allowed him to coach students in their learning instead of lecture.

Lage, Platt and Treglia published a paper entitled "Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment" (2000), which discusses their research on flipped classrooms at the college level. In their research focusing on two college economics courses, Lage, Platt, and Treglia assert that one can leverage the class time that becomes available from the inversion of the classroom (moving information presentation via lecture out of the classroom to media such as computers or VCRs) to meet the needs of students with a wide variety of learning styles. The University of Wisconsin-Madison deployed software to replace lectures in large lecture-based computer science course with streaming video of the lecturer and coordinated slides. In the late 1990s, J. Wesley Baker was experimenting with these same ideas at Cedarville University. He presented a paper discussing what he termed the "classroom flip" at an education conference in the year 2000 in what may be the first published mention of the word "flip" associated with this model of teaching and learning.

Kaw and Hess published a paper in 2007 to compare the effectiveness of four (4) instructional modalities for a single topic of a ATEM course -(i) traditional lecture, (ii) blended (what they called "Web-enhanced lecture"), (iii) Web-based self-study and (iv) flipped (what they called "Web-based self-study and classroom discussion"). Statistical analysis of the assessment data indicated that the second modality, in which Web-based modules for instruction were used during face-to-face lecture delivery mode, resulted in higher levels of student performance and satisfaction.

A recognizable contributor to the flipped classroom is Salman Khan. In 2004, Khan began recording videos at the request of a younger cousin he was tutoring because she felt that recorded lessons would let her skip segments she had mastered and replay parts that were troubling her. Based on this model, Salman Khan founded Khan Academy, which some associate with the flipped classroom; however, these videos are only one form of the flipped classroom strategy.

Recently, A group of researchers has also stated the importance of hybrid flipped classroom strategy in Covid-19 times in imparting online education, particularly in context of developing economies. Authors describe that the hybrid-flipped classroom strategy is expected to benefit a larger learner-instructor community in the times of pandemic crisis.

In practice

Woodland Park High School chemistry teachers Jonathan Bergmann and Aaron Sams began practicing flipped teaching at the high school level when, in 2007, they recorded their lectures and posted them online to accommodate students who missed their classes. They note that one person cannot be credited with having invented the inverted or flipped classroom, and assert that there is no one 'right' way to flip a classroom as approaches and teaching styles are diverse, as are needs of schools. They went on to develop the "Flipped-Mastery" model and wrote extensively about it in their book Flip Your Classroom.

In 2011 educators in Michigan's Clintondale High School flipped every classroom. Principal Greg Green led an effort to help teachers develop plans for flipped classrooms, and worked with social studies teacher, Andy Scheel, to run two classes with identical material and assignments, one flipped and one conventional. The flipped class had many students who had already failed the class-some multiple times. After 20 weeks, students in the flipped classroom were outperforming students in the traditional classrooms. Further, no students in the flipped classrooms scored lower than a C+, while the previous semester 13 percent had failed. The traditional classroom showed no change. Before this, Clintondale had been designated as among the state's worst 5 percent. The next year when teachers used a flipped model in the 9th grade, the failure rates in English, math, science, and social studies dropped significantly, with the now-flipped school's failure rate dropping from 30 to 10 percent in 2011. Results on standardized tests went up in 2012, but then dropped.

Proponents of flipped classrooms in higher education have had an interest in seeing this put into practice in university classrooms. Professors at the University of Graz conducted a study in which lectures were video recorded in a manner in which students could have access to them throughout the semester of a lecture-based course on educational psychology. The professors surveyed how the students used their educational tools: attending lectures and watching or rewatching videos. Students subsequently rated (on a scale of 1=none to 6=nearly all) how often they used these materials. The majority of students (68.1%) relied on watching the podcasts but had low attendance rates compared to their podcast usage. The remainder of the students either rarely watched podcasts (19.6%) or somewhat used the podcasts (12.3%), but both had similar lecture attendance. Students that watched the videos more than their peers performed better than those who chose otherwise.

Mastery learning was briefly popular in the 1920s, and was revived by Benjamin Bloom in 1968. While it is difficult to implement in large, traditional classrooms, it has shown dramatic success in improving student learning. The mastery model allows teachers to provide the materials, tools and support for learning while students set goals and manage their time.

Mastery rewards students for displaying competence. Students who initially turn in shoddy work must correct it before moving on. Before flipping, mastery learning was impractical in most schools. It was not possible to give different lectures for different groups of students. Testing was also impractical, because fast-learning students could reveal the test to those who followed.

In a flipped mastery classroom, students view each lecture and work on each exercise or project when they have mastered the precursors.

Tim Kelly, winner of the Presidential Award for Mathematics and Science Teaching, adopted flipped mastery with his colleagues Corey Sullivan and Mike Brust. Sullivan estimated that 40 to 60 hours of work outside school for each of 12 units per course were required the first year. Another Presidential Award winner, Spencer Bean, converted after his daughter went through Kelly's class.

Flipped mastery eliminates two other out-of-class routines: daily lesson planning and grading papers. The latter happens in class and in person. Replacing lectures with group and individual activities increases in-class activity. Every student has something to do throughout the class. In some classes, students choose how to demonstrate mastery-testing, writing, speaking, debating and even designing a related game. Learning Management Systems such as Moodle or ILIAS provide ways to manage the testing process. They create a different test for each student from a pool of questions. Advocates claim that its efficiency allows most students to do a year's work in much less time. Advanced students work on independent projects while slower learners get more personalized instruction. Some students might not get through the year's material, but demonstrated competence on the parts they did complete.

The fear of having to "teach oneself", as in, having a lack of proper guidance from a designated instructor, leading to greater pressure on the student to study the content rigorously in order to perform well in the course

Obtaining a greater amount of academic work to achieve success within the course, as a result of minimal guidance from an instructor

The fear of obtaining a greater sense of confusion on topics discussed, which may correlate to the heavy focus on group discussion and problem-solving activities that a flipped classroom encourages

A flipped classroom is composed of various components, such as (this only represents a few examples):

1. video collections

2. digital slideshows (e.g. PowerPoint)

3. student discussion

4. teacher/student online communication

It has been determined, through several conducted experiments, that certain aspects of the flipped classroom approach are more beneficial to students than others. For instance, in a study conducted on the feedback received from students who had participated in a flipped classroom teaching module for college English reading, the following results were derived:

92.59% of the students ultimately accepted the flipped classroom teaching module in general

59.26% of the students accepted the "video form" of the teaching module, essentially provided as a resource for the course

100.00% of the students believed that the "learning guide" link provided in the teaching module was necessary for performing well in the course

From these specific statistics, it can be determined that students felt that their experience within the flipped classroom was greatly benefited by certain aspects of the course (such as the learning guide provided), while other portions of the module may have been unnecessary or insignificant to their learning (such as the video form of the module).

There are various benefits attributed to the flipped classroom approach, including:

1. A college reading empirical study identified the flipped classroom's approach as including all forms of learning (i.e. oral, visual, listening, hands on, problem solving, etc.).

2. Rather than learning in a traditional classroom setting, the flipped classroom uses a more application-based approach for students (i.e. hands on and problem solving activities).

3. The flipped classroom is extremely convenient, especially for students that face difficulties in traveling to the physical classroom. Such students still have the foundational information of the course at hand online.

4. Communication is greatly emphasized in a flipped classroom setting, essentially referring to: student-student and student-teacher interactions.

5. The flipped classroom uses a student-centered teaching modeled to ensure that the course is primarily aimed at contributing to the student's overall success in obtaining a proper, effective education.

6. It avoids the overarching idea of "cramming" for exams and forgetting the information post-examination, as it encourages students to understand the underlying rationale behind the information provided being provided to them.

7. Students must account for their responsibility to learn the foundational information provided, as their personal work and contribution will be reflected in the grade that they receive at the end of the course. This will, in turn, make them better prepared for future, more difficult courses.

8. Although there is a lack of support in the pre-class section, the questions aroused during watching the video could serve as the raw materials for subsequent class activities, such as discussion. As a result, students are more focused in the in-class session and thus the use of video could potentially boost the effect of the in-class activities.

9. Recent applications have demonstrated that students are more determined about accomplishing an exercise. They are also more engaged about their progression and output.

Critics argue the flipped classroom model has some consequences for both students and teachers.

Additionally, some students may struggle due to their developing personal responsibility. In a self-directed, home learning environment students who are not at the developmental stage required to keep on-task with independent learning may fall rapidly behind their peers.

Others argue that the flipped classroom leads to increased computer time in an era where adolescents already spend too much time in front of computer screens. Inverted models that rely on computerized videos do contribute to this challenge, particularly if videos are long.

Additionally, flipped classrooms that rely on videos to deliver instruction suffer some of the same challenges as traditional classrooms. Students may not learn best by listening to a lecture, and watching instructional videos at home is still representative of a more traditional form of teaching. Critics argue a constructivist approach would be more beneficial.

The potential performance increase from flipped classrooms varies greatly on classroom by classroom basis. The potential benefits may be affected by the method of conducting the classroom and the level of intensity of the course. Currently, the amount of research available is not enough to create rigorous practical guidelines for all teachers to use. Therefore, some teachers may conduct the flipped classroom more effectively than others. In addition, the level of intensity of the course may also play a crucial role in the efficacy of the flipped model. Researchers often witness a more defined performance increase in K-12 education as opposed to college or graduate education. In foreign language education, flipped classrooms seem less effective for students with lower proficiency in the target language.

Medical classroom: In multiple classrooms, short videos about the current medical topic, rheumatology, that was being taught in the class were created and uploaded to YouTube or emailed to students for a medical class. The students were to watch the videos before attending lecture. The lecture class was then used to focus on application of the material learned in the videos through case studies and activities to give students a more interactive type of learning in the classroom. To enforce the use of videos for pre-lecture, students were asked to take a quiz or complete a homework assignment and turn it in before class.

College English reading: The flipped classroom method of teaching was implemented in an English reading course[where? ] for 16 weeks per semester. Teaching through audio outside of the classroom was used through videos paired with information slides. Online resources were also supplied. The videos supplemented the readings and allowed for more analysis and participation in class, and they included background knowledge of the subject and analytical questions to be discussed in class. A study-guide was provided for each video so that students could come prepared to class. Some classes included software that combined all of the resources accessible by students for the material that was assigned outside of the class period. The software also included small tests to assess a student's understanding of video material.

Physics: In one instance, the flipped classroom technique was implemented in a physics classroom at Tufts University by a professor (Vesal Dini) who studied the method.[citation needed ] The pre-lecture videos were not made specifically by the teacher, but instead they were watched on an online learning platform (in this case, Sapling Learning). Before class, students were supposed to watch the pre-lecture videos, take a quiz, and write down any questions they had. During class, the information in the videos was applied to questions through group discussion activities and hands-on simulations. In other classrooms, students have also been encouraged by their professors to attend other public lectures to gain more information.

Chemistry: In a chemistry class in Glenview, IL, pre-lecture materials were distributed through Moodle and YouTube. In class, students independently completed problems while the professor acted as a guide in case anyone needed assistance. Along with practice problems, labs were also completed during regular class time, and workshops about choosing the appropriate approach, order and technique were implemented. Study materials for tests were administered through the videos to prepare students for assessments. In the chemistry setting, only certain topics were flipped. For example, the flipped classroom technique was implemented for chromatography and electrophoresis, but the traditional classroom teaching method was used for the topics of absorbance and emission and spectroscopy. The lecture videos went over the theory, instrumentation and explanation of the flipped topics. Administered exams for the flipped topics were then based more on what was done in class than the lecture videos.

Numerical methods: The flipped classroom is used for a numerical methods course in University of South Florida. The class of 100 is broken into two sections that meet separately twice a week for 75 minutes each for recitation sessions and once a week for 50 minutes together for a lecture session. Pre-lecture materials include YouTube videos and textbook materials. The materials for the week are laid out categorically for the student and suggested blogs and extra homework are also mentioned. The students complete an online quiz via the CANVAS LMS at home before coming to class. During the recitation session, concept questions and in-class exercises are distributed. These questions are solved by students individually and then answers are shared in a group of four. During this time, the instructor and two teaching assistants help students with any difficulties they may come across. Based on how students are responding, the instructor discusses some of the problems. The instructor also gives mini-lectures on some topics that may be difficult to process by students on their own. During the lecture session, the instructor wraps up the topic of the week and introduces students to the topic of the upcoming week. To enhance the benefits and reduce the workload associated with a flipped classroom, the pre-class preparation is now done through adaptive lessons for half of the course (limited funding). A commercial adaptive platform, Smart Sparrow, that combines video lectures, text and assessment via multiple-choice and algorithmic questions is being used. The results show a Cohen's d approximately equal to 0.40 for the free-response questions of the course final examination and 0.6 standard deviations improvement in personalization.

Programming: The flipped classroom was successfully used in 2013 to teach a programming class at a university. Students watched video lectures and attempted self-check quizzes before classroom contact time. During class time, students worked on programming problems and other active learning activities instead of traditional lectures. Student feedback on this pedagogy was generally very positive with many respondents considering it effective and helpful for learning.

Interactive method based on collaborative work that has proven effective in areas such as science, technology, engineering and mathematics (Dumont, 2014). Specifically consists of sharing with other students a different response to their own and explain the reasons that support the same to learn from each other. In this process the reasoning beyond the answers is analyzed.

Flipped mastery learning

When the invested learning model is applied in a more advanced way. Educators begin by organizing content around specific goals. Students work on course content at their own pace and upon reaching the end of each unit, they must show mastery of learning objectives before moving on to the next topic and so on (Bergmann and Sams, 2013). Students can show evidence of their learning through videos, worksheets, experimental stories, programs, projects, examples, among others. There are two challenges in the flipped-mastery model: the first is to deliver instruction to students when they have different levels of learning and understanding of the subjects. The second challenge is to carry out summative assessment when the student has to be evaluated more than once.

Flipped adaptive learning

A step forward in the flipped-mastery model would be to include gamification elements in the learning process. Gamification is the application of game mechanisms in situations not directly related to games. The basic idea is to identify what motivates a game and see how it can be applied in the teaching-learning model (in this case it would be Flipped-Mastery). The results of the Fun Theory research showed that fun can significantly change people's behavior in a positive sense, in the same way that it has a positive effect on education (Volkswagen, 2009).

There may also be a symbiosis or complementation between the flipped classroom technique and cooperative learning. Schoolwork, also commonly known as "homework", is done jointly and in cooperation with the group as the teacher moves the time spent explaining the subject to the flipped classroom method. In this way, the student has to assimilate and understand the content of more theoretical weight at home, through the recordings made by the teacher, and the time in class is dedicated to the development of tasks and problem solving and / or doubts through cooperative learning (Fortanet, González, Mira Pastor and López Ramón, 2013).

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A flipped classroom is an instructional strategy and a type of blended learning, which aims to increase student engagement and learning by having pupils complete readings at home and work on live problem-solving during class time. This pedagogical style moves activities, including those that may have traditionally been considered homework, into the classroom.

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The Flipped Classroom: A Survey of the Research.

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The Flipped Classroom: A Survey of the Research.

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120th ASEE Annual Conference & Exposition June 23-26, 2013. Paper#6219
In dit artikel worden ook de negatieve effecten van flipping the classroom benoemd.

From the abstract: "Students tend
to prefer in-person lectures to video lectures, but prefer interactive classroom activities over lectures.
Anecdotal evidence suggests that student learning is improved for the flipped compared
to traditional classroom. However, there is very little work investigating student learning outcomes
objectively".

Yvonne

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Een meer populaire uiteenzetting wat het is, inclusief infographic en welke tools je zou kunnen gebruiken.
Verder gaat het artikel naast de voordelen ook in op eventuele valkuilen. Aardig betrouwbaar.

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Since Jonathan Bergman and Aaron Sams first experimented with the idea in their Colorado classrooms in 2004, flipped learning has exploded onto the larger educational scene. It's been one of the hottest topics in education for several years running and doesn't seem to be losing steam.

Basically, it all started when Bergman and Sams first came across a technology that makes it easy to record videos. They had a lot of students that regularly missed class and saw an opportunity to make sure that missing class didn't mean missing out on the lessons. Once students had the option of reviewing the lessons at home, the teachers quickly realized the shift opened up additional time in class for more productive, interactive activities than the lectures they'd been giving.

And voila: a movement began.

A 2014 survey from the Flipped Learning network found that 78% of teachers said they'd flipped a lesson, and 96% of those that tried it said they'd recommend it.

What is a flipped classroom?

Once a new idea becomes a buzzword, pinning down the definition can become a tad more challenging. The flipped learning network has developed what they hope will be seen as the definitive definition:

"Flipped Learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter."

That gets the idea across, but it's a bit of a mouthful. The gist, in somewhat simpler terms, is that it's about moving the more passive elements of learning (watching a lecture, reading a chapter, etc.) outside of the classroom, so that more class time is available for interactive, hands-on learning.

Most people hear "flipped learning" and picture kids watching videos at home, but proponents of it suggest that it doesn't have to be exclusively about videos. Teachers are encouraged to give students options - some students will still learn better by reading a textbook chapter, but others will benefit from videos, audio files, or any other type of material you can find or create that covers a given topic.

The Benefits of Flipping Your Classroom

For a veteran teacher, flipping the classroom means completely re-thinking how to do the job you've done a certain way for years. And it comes with some extra work. That being the case, why would any teacher bother?

1. Flipped learning keeps students more engaged.

The flipped classroom model addresses how students learn best. We all know how hard it can be to stay focused during a long lecture, even if it's on a subject we're especially interested in. Discussions and hands-on activities tend to keep students' interest. While you work with students directly as they explore the concepts they're learning in class, you can provide immediate feedback that helps them improve their learning as they go.

2. Teachers provide more personalized attention.

Students don't all learn at the same pace and in the same ways. That's always been a complicating factor in teaching. The question of how to meet thirty or more unique students at their own levels is one that keeps teachers up at night.

The flipped classroom model gives teachers more opportunities to work directly with students. They can therefore clearly see when an individual student is having trouble with a concept and work with them directly to get through it. The increased interaction with students in the classroom will help teachers gain a clearer idea of the different learning styles of their students, so they can tailor their instruction to the needs of each one.

3. Students can work at their own pace.

A student sitting in a lecture, diligently taking notes will almost certainly miss one thing the professor says while writing down another. And that's still a vast improvement over the student whose mind wanders so they don't catch much of anything.

If they're watching a video at home instead, they have the power to pause the lecture while they write something down, and rewind and re-watch a particular part they didn't fully understand the first time. If they feel they could really use a second viewing to better understand the concept, they have that option. They have more power over the way and process by which they study and learn.

Examples of Flipped Classrooms

As in most things, there's no one right way to flip a classroom or lesson. But knowing how other teachers have done it can help give you ideas about what will work best for you.

The Backwards Classroom

Stacy Roshan's classroom is probably the closest to what most people think of as a "flipped classroom" of those on our list, although she's referred to it as the " backwards classroom " herself. She flipped her classroom largely to help reduce the anxiety she saw students experience in her AP Calculus class whenever she'd introduce complicated new concepts.

For homework, her students watch videos she's recorded in advance that cover the concepts explored in each chapter of her textbook. They spend their time in class doing the types of math problems that students have traditionally done as homework. If they have difficulty working through a problem, the teacher's right there for them to ask for help.

She does have to spend a lot of time creating those videos, but is happy enough with the results of using a flipped model that she's been at it for over four years now and is taking the time to experiment with new ways to make it better, like including embedded quizzes in the videos that students watch at home.

The Faux Flipped Classroom

One of the common criticisms leveled at flipped learning is that it depends on a certain amount of privilege: what about all the students who don't have a computer at home to watch videos on? Tracey Gillies addresses this concern with what she calls the "faux flipped" classroom.

Students who don't have a computer at home can watch the assigned video in class. Gillies' classroom is full of students each doing their own thing - watching a video, working out problems, taking quizzes, or posting or commenting on an online discussion board to get input from other students. Each of them is able to work on an assignment for as long as they need in order to master it, and then move on.

And Gillies is there to work with anyone who needs her help, at whatever point in the process they are at.

An Evolved Flipped Classroom

Shelley Wright embraced the flipped classroom back in 2011 and wrote a post about her experiences with flipped learning so far. But she followed it up a year later with a new post about how her flipped classroom had turned into something else - not a reversion back to the traditional way, but a more evolved version of the student-centered classroom she was seeking by flipping her lessons.

As students in her classroom became better at taking the lead on finding valuable resources and pursuing learning their own way, she shifted her focus to helping them with the process of learning how to learn better on their own rather than teaching about the subjects directly.

Her lesson to other teachers interested in flipped learning seems to boil down to: don't think it's all about the videos, they can be a part of it or not. It's about shifting from passive learning to active learning, in whatever way works for you and your students.

The Tools of Flipped Learning

A comprehensive list of every possible tool educators could use to flip a classroom would require a book (and probably still miss some), but we wanted to address a few resources that are common in flipped classrooms.

Of course, familiar tools like YouTube, Evernote, Google Drive, and blogging platforms can play a role as well, but here are a few more specifically suited to flipped learning.

To create videos for students to watch at home, you'll need easy-to-use screencasting software. Camtasia isn't the only one on the market; you can find a list of some of the other screencasting tools you can use here (including some free ones). We're highlighting Camtasia, because the company has optimized the tool for flipped classrooms.

Using Camtasia is fairly intuitive for new users. It allows you to record either your screen, or yourself. And, in one of the features that most sets it apart, it allows you to add interactive elements to your video. You can include quizzes throughout a video to test students' comprehension of what they've just seen, and you can include links out to any additional materials you want them to read or view. It does cost $75 if you're buying the Mac version, and $179 for the PC version, so it's a bit of an investment. But there are volume discounts that may help out if enough teachers in one institution are interested in exploring the flipped classroom.

Part of the appeal of flipped classrooms is that all that extra class time provides more opportunities for collaboration amongst students. Wikispaces is a great tool for encouraging and enabling that collaboration. It's free, unless your school is interested in purchasing a more secure version of the product.

The free version provides a lot of useful features though. You can give students assignments through the wiki, for both individual and group projects. You can load content for them to review and comment on, start discussions (or let them do so), and track how engaged different students are with the content you've assigned. It's plenty useful for non-flipped classrooms as well, but can help students collaborate and interact more both within and outside of the classroom, so lends itself especially well to the challenges of flipped learning.

EdModo is one of the most commonly used education tools in the world and can even claim the title of largest K-12 social network. It enables a lot of the same kind of tasks that Wikispaces does: loading content and assignments for your students to access, and allowing students to share discussions and comments, for instance. But it adds a much larger social element since you can interact with other students and educators beyond your own classroom. That means you can tap into the content and lessons beyond those you've developed and students can seek out insights beyond those their own classmates have.

The tool also provides analytics that help you spot who needs help with what so you can make your class time more productive. And students can access everything loaded to Edmodo on mobile devices as well as desktops, so they can do their learning wherever works best for them.

Like WikiSpaces and Edmodo, Moodle has the functionality to serve as the platform for a flipped classroom. Teachers can load resources, including any relevant ones they find shared by other teachers in Moodle, to create the assignments and curriculum for each class.

Conveniently, an educator from Northwest Regional ESD created a course on how to flip a class using Moodle within Moodle itself. So you can learn about some of the best practices and processes, while also seeing an example of what a course in Moodle looks like at the same time. You can load all the content related to each module, divide it according to topics, and include a variety of content formats.

The last resource on our list is less about providing or organizing content and assignments for your students, and more about actively soliciting their feedback. If the goal of a flipped classroom is to make the learning experience more student-centered, then it makes sense to regularly check in with them.

You can use Poll Everywhere both for occasional quizzes to see how students are doing throughout a class period and to solicit input from the class on which concepts to focus on and how to address them. If you have three ideas for activities students can do together to explore a particular concept, make them choices students can vote on. You can group the students according to their preferences, or focus on the winning option for activities that involve the whole class.

Additional Helpful Resources

As you've noticed by now, this is a big subject. You can find a lot more to learn and say about flipped learning than we've covered here. If you want more information before trying the flipped classroom out, here are some helpful places to start:

In Conclusion

The flipped classroom may not be for everyone. It involves some extra upfront work and just might not mesh with the teaching style of every educator out there. But enough of the teachers that have tried it are having success that you may find it worthwhile to experiment with flipping a lesson or two to see what happens. You might just become a convert.
Editor's note: This article is a revision and combination of several older Edudemic articles, updated and re-analyzed to reflect the latest innovations.

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The Teacher's Guide To Flipped Classrooms

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Since Jonathan Bergman and Aaron Sams first experimented with the idea in their Colorado classrooms in 2004, flipped learning has exploded onto the larger educational scene. It's been one of the hottest topics in education for several years running and doesn't seem to be losing steam.

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J. College Science Teaching 42 (2013) 62-66. Case Studies and the Flipped Classroom

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J. College Science Teaching 42 (2013) 62-66. Case Studies and the Flipped Classroom

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In dit artikel worden de effecten van flipping the classroom positief ervaren.
Dit is een overzichtsartikel waarin nauwelijks nadelen worden genoemd, behalve dan de weerstand van de docenten. Wel wordt aangestipt dat studenten zich wel moeten voorbereiden, wil je een positief effect van flipping krijgen.

Yvonne

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6 voor en nadelen van flipping the classroom

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6 voor en nadelen van flipping the classroom

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https://www.onderwijsvanmorgen.nl/flipping-the-classroom-6-voor-en-nadelen/
Uit: Onderwijs van morgen 12 januari 2016

Yvonne

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Hierin wordt bestudeerd wat het effect is van 'flipping the classroom' in verschillende settings bij een Organische Chemie lessenreeks. Redelijk betrouwbaar, komt uit Journal of Chemical Education.