What does a recent flipped learning systematic review reveal for K-12 educators teaching online?
1/4/2020
Teachers should maintain presence through their own videosIn order to facilitate continued teacher presence in student learning, and to enhance engagement, it is important for teachers to create videos themselves where possible, rather than solely relying on videos from other sources, as this can impede student engagement and their understanding of the materials, as well as lead to students not watching them. Students reported feeling far more connected to their teacher when they could at least hear their teacher's voice in a video, and they felt that they understood the content of videos more, because their teacher was using the same instructional techniques that they use in the classroom. Influences on student engagement (Bond, 2020b, p. 39) Keep videos short, no longer than 7 minutesVideos that are shorter were less likely to lead to disengagement, with the average suggested length being 5-7 minutes. Videos also need to be connected to the curriculum, with the number of videos and worksheets given per day/week kept to a minimum, so as not to overwhelm students. Students could also be encouraged to create their own videos for their peers. If using YouTube, consider embedding videos within a website or LMS, to eliminate distractions and make them more accessible.
Self-assessment quizzes are linked to increased engagementInclude questions, either as accompanying or embedded quizzes, or as guides for discussion in the next lesson/discussion forum/video, as students are more likely to successfully engage with the content. A recent meta-analysis of 114 studies also found that self-assessment quizzes positively affect learning outcomes. Encourage collaborative learningIn order to facilitate group discussions, interaction and engagement, especially for students learning at home, collaborative technologies such as Google Docs and social media are encouraged. However, given child protection and GDPR laws, collaborative LMS (e.g. Edmodo or Class Dojo) that students need logins for, are always preferred. Twitter can be a great extra resource, as teachers and students can use unique hashtags for their own class (e.g. #MsBondYr3) to make conversations easily locatable. Don't worry if you make a mistake in a video - just keep going!Teachers often commented about being embarrassed to appear in their own videos, but students are used to seeing you teach every day! Students reported not caring about how their teacher looked or sounded - what was important to them was that you use a consistent instructional approach and just keep going if you make a mistake. Blog Post ReferencesBond, M. (2020a). Facilitating student engagement through the flipped learning approach in K-12: A systematic review. Computers & Education. (151), 1–36.
Bond, M. (2020b). Facilitating student engagement through educational technology: Current research, practices and perspectives. Carl von Ossietzky Universität Oldenburg.
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Day 2 of lesson observations for the PhD flipped learning case study saw me observing a double lesson of Year 12 Chemistry. It was quite different to my first day of observations, as this class only has 8 students.
Key flipped learning takeaways...
Key study takeaways...
Yesterday I had the pleasure of beginning data collection for my PhD case study, which focuses on how the flipped learning approach affects student engagement in South Australian schools. Not having undertaken classroom observations as an 'outsider' before, I was a bit unsure of how to proceed at first -
Observation template The template I created was based on indicators of student engagement that I have collected from the literature - and which will inform my (upcoming) framework of student engagement - so that I could keep a tally of which indicators were present in the classroom, how often, and to provide examples. The only problem was, it ended up being 3 pages long, which made it very difficult to work with during the lesson, as I had to keep flipping back and forth between this template and the book I was writing other notes in. I also found the size of the Observation Count column unnecessarily large. I have decided to create a different template and use a highlighter to mark which indicators are observed in the lessons, writing examples of these in my fieldwork book. What were my takeaways from Day 1? I observed a double lesson of Year 7 Maths and a double lesson of Year 7 Creative Arts, with two different cohorts of students.
If you're anything like my colleagues and I, the thought of sifting through the latest research whilst managing the daily load of a teacher can be daunting. So here is a run-down of recent research by Lo & Hew, who analysed 15 empirical studies of K-12 flipped classrooms.
1. Open up teacher-student communication prior to flipping Students will need to understand how a flipped model can be effective and explain your goals, as well as the procedures/routines you want to establish. Also use this time to allow students to express any concerns they may have. 2. Demonstrate how it works to students before you implement Consider introducing the model gradually, explaining during lesson-time how the resources and tools to be used outside of lesson-time work. Provide clear instructions to students for collaborative group work and allow students in-class time to revise instructional videos if necessary. 3. Keep videos short and personal Research suggests keeping videos to between 3-4 minutes long, but definitely not longer than 6 minutes per video. Use an informal style with students (e.g. "you" and "I") and appear in the video if you can, as this heightens a students' sense of engagement with the content. Consider using a Power-Point embedded presentation, such as screencast, as it can assist note-taking and guide students through the video. 4. Keep the same level of workload Estimate the amount of time you would usually give for homework and maintain the same amount, despite the new flipped format. This will help avoid complaints about extra pressure at home. Research suggests no more than 20 minutes of video per 'lecture' or homework session. 5. Provide an online discussion forum Create an online forum for students to pose questions whilst engaging in learning outside of the classroom and encourage class members to respond, rather than relying on the teacher. 6. Build teacher knowledge of the flipped classroom approach Create professional networks in your school or within your district, to share your knowledge and experiences. Raise awareness within your school community on the impact that the approach is having. 7. Prepare flipped materials progressively A flipped course certainly isn't built in a day; start small and keep building. Network with other teachers to see if you can share resources or team teach and conduct 'shared flipping'. However, keep in mind the importance of you 'featuring' in your videos or resources. 8. Support students who have limited resources Consider providing your resources on the school intranet or on a DVD or flash drive, so that students without a stable internet connection at home can still access the learning. If students do not have a computer or compatible TV/DVD system, look into after-hours access to the local public library or at the school. 9. Use an LMS with gamification to monitor and motivate learning By using a Learning Management System (LMS) with quiz functionality, student resource use and learning uptake can be monitored. By using an LMS such as Moodle or Edmodo, teachers can allocate badges or points as students achieve certain milestones in their learning, which has been shown to increase motivation. Some teachers have allocated points, for example, when students actively engage in discussion forums. 10. Involve your IT department and leadership team It is important for your leadership team and IT department to be aware of what you're aiming to achieve, so that they can best support you. Involve them where possible in meetings about your flipped classroom and don't be afraid to ask for help 11. Consider team teaching for the in-class activities One teacher could provide remedial help for students who need further understanding of the materials (re-teaching), and the other teacher can assist the second group explore the materials more deeply (exploration). Suggestions for future research
The above research was summarised from: Lo, C., & Hew, K. (2017). A critical review of flipped classroom challenges in K-12 education: possible solutions and recommendations for future research. Research and Practice in Technology Enhanced Learning, 12(4), 1-22. |
AuthorMelissa is an EPPI-Reviewer Support Officer at University College London and a researcher. She worked for 10 years as a high school teacher in country South Australia, followed by three years as a Research Associate at the Carl von Ossietzky Universität Oldenburg, Germany. Categories
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