Flipped Learning Strategies

Here we explore strategies for applying flipped learning in the classroom.

The accompanying video explains asynchronous and synchronous learning.

A key element of flipped learning is the use of asynchronous and synchronous learning.

• Synchronous learning is the learning that occurs at a scheduled time; with all learners and teachers physically present in the classroom (or designated learning space) or in the virtual space such as a Zoom session.
• Asynchronous learning, on the other hand, gives the learner choice over time and place for learning.

Designing a Flipped Learning Strategy

When designing a flipped learning strategy, teachers must carefully consider the amount and type of synchronous and asynchronous learning in the unit and the links between the two.

Brame (2013) outlined the following key elements to be considered when designing a flipped learning strategy:

• Asynchronous learning provides an opportunity for students to gain first exposure prior to class. The mechanism used for first exposure can vary from readings to lecture videos, podcasts, screencasts, videos etc.
• Asynchronous learning can provide an incentive for students to prepare for class. Learners complete tasks associated with their preparation for class. You may wish to consider associating tasks with points. The tasks can vary from online quizzes, forums, questions, written tasks, reflection, etc.
• Asynchronous learning can provide a mechanism to assess student understanding (feedback). The pre-class activities can assist both the teacher and the student understanding. Pre-class online quizzes and forums can allow the teacher to tailor the synchronous class activities to focus on the elements where learners are struggling. In-class activities will also serve as informal checks of learner understanding.
• Synchronous learning allows for a focus on higher-level cognitive learning activities. Learners gain basic knowledge outside of the class. Class time is then used to deepen their understanding and increase their skills using the new knowledge, promoting deeper learning. The classroom activities will depend on the learning goals and the context of the subject matter or course discipline. It also provides an opportunity for learners to ask questions and clarify their understanding.
• It is essential that the learning that happens in the asynchronous is connected to the synchronous.

Bloom’s Revised Taxonomy

Bloom’s Revised Taxonomy (Anderson et al., 2001) is a useful resource in planning the asynchronous and synchronous components within a flipped learning approach.

Bloom’s Taxonomy was developed by Benjamin Bloom and colleagues in 1956 for use in designing and analysing learning. It was designed as a nested hierarchy, where the higher levels subsume the lower levels. In 2001, a revised version of the taxonomy was published which acknowledges more contemporary understandings of learning and information (Anderson et al., 2001).

The Flipped Learning Model – Discuss

In the flipped learning model, there is a deliberate shift from a teacher-centered classroom to a student-centered approach, where in-class time is meant for exploring topics in greater depth and creating richer learning opportunities. Students move from being the product of teaching to the centre of learning, where they are actively involved in knowledge formation, through opportunities to participate in and evaluate their learning in a manner that is personally meaningful. Students can theoretically pace their learning by reviewing content outside the group learning space and teachers can maximize the use of face-to-face classroom interactions to check for and ensure student understanding and synthesis of the material.*

Consider the following statement: “Flipped Learning may require a shift in the learning culture. A shift for both the teacher and for the student”.

What may be the implications of this and how can we address it? For the teacher? For the student?