Flipped learning is almost exactly what is sounds like; the classroom is ‘flipped’. The idea is to make it all about the student – student centered learning. Yes, this does work for elearning!
At it’s most basic flipped learning is classroom and homework flipped around. Activities and homework are reversed so that students do learning activities first, then these are discussed in the classroom.
Getting more complex means that short videos of lessons or activities, or readings, are done before the lessons and then in the lesson these are used as discussions or further, more ‘progressed’, or higher order, learning activities. Students can then present what they have learned or work on inquiry led / problem solving projects.
Class time is used to assimilate knowledge rather than as first exposure to the knowledge. It also supports students to take responsibility for their learning – SO – it is GREAT for adult learners, who are naturally more self directed learners.
Flipped learning is perfected for blended learning where students work form home and meet regularly to review materials with a teacher or tutor.
– Students can use an LMS with hosted learning materials
– Students can work online with discussions
– Use any tools you have with your LMS, e.g. polls, quizzes etc for learning the basic materials, then follow up in class.
– Students and teacher/tutor can then meet up in groups and discuss or have a structured session around the materials that are already familiar with.
– Group in-person activities can be worked on together with everyone already familiar with the learning materials
– Any assessed learning can be reviewed in person
Flipped learning is almost natural to online learning. Online courses are usually built around the structure of materials, or video, and then a discussion or activity.
– The main idea is that the learning is student centered, so do everything you can to create engaged online activities.
– Have any first exposure and heavier learning materials first. If you have readings or video to watch that is exposure to new material, put this first.
– Follow up with activities that connect students in discussions or online projects. Encourage analytical thinking
– using other social media, such as Twitter, G+, Instagram and Facebook to encourage students to connect with each other and share learning.
– create a hashtag for sharing
– Ask other professionals to ‘guest appear’ in a discussion. Tell the students this is happening so people prepare.
– Utilise student reflection to analyse their posts and how they have progressed on the course.