To Flip or Not to Flip: What Are the Questions?
Abstract
:1. Introduction
2. Flipping the Classroom
2.1. Course and Content Factors
2.2. Situational Factors
2.3. Student Factors
2.4. Instructor Factors
3. Making the Decision
Conflicts of Interest
References
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Factor | To Flip? | Not to Flip? |
---|---|---|
Content | ||
Presentation of superficial content [14] | X | |
Application of content [13,14] | X | |
Procedural content or knowledge [4,13] | X | |
Conceptual content [13] | X | |
Develop metacognitive skills [13] | X | |
Situational Factors | ||
Survey class with pressure to superficially cover large quantity of content [8] | X | |
Department or institutional norms run counter to active learning [8] | X | |
Teaching is evaluated by students and/or others who may not value active learning and the instructor is early in their career [8] | X | |
Department or institutional norms expect/support active learning [8] | X | |
Stadium seating in a large class [8,20] | X | |
Large class with traditional grading expectations [8] | X | |
Students have reliable access to technology to view videos [2,3,6,11,12,15] | X | |
Institution has resources to create and curate videos [2,3,6,11,12,15] | X | |
Instructor has time to create in-class and out-of-class activities [8] | X | |
Students are enrolled in multiple flipped courses [21] | X | |
Student Factors | ||
Motivation | ||
Students sufficiently motivated to complete out-of-class activities [6,16,20,23] | X | |
In-class activities novel, challenging, meaningful and realistic [28] | X | |
Competence [26,27] | ||
English language is a probable barrier [13] | X | |
Students have the prerequisite skills and knowledge [13] | X | |
In-class activities promote a sense of student ability [26,27] | X | |
Autonomy | ||
Out-of-class assignments provide students with a sense of independence and control [26,27,28] | X | |
In-class activities provide students with a sense of independence and control [26,27,28] | X | |
Relatedness [26,27] | ||
Students have a sense of belonging in the class [26,27] | X | |
Students feel marginalized or alienated [26,27] | X | |
In-class activities foster interdependence and a sense of belonging [26,27] | X | |
In-class activities can be completed via a division of labor [28] | X | |
Cognitive Load | ||
Students have, or can develop on their own, sufficient schema to learn and retain content [30,31,32] | X | |
The concept is a new threshold concept [13,35] | X | |
The content is new to most students [13] | X | |
Students are likely to struggle with the concepts or there are frequent/significant misconceptions [13] | X | |
Students are likely to struggle with English or the content-specific language [13] | X | |
Instructor Factors | ||
The instructor is okay with giving up some control to the students [2,11,12,16,22] | X | |
The instructor has a sufficient grasp of and comfort with the content to be prepared for just-in-time teaching [12,29,43] | X | |
The instructor is comfortable working closely with students in the classroom [12,29,43] | X | |
The instructor has the time and knowledge to create out-of-class activities [12,29,43] | X | |
The instructor has the time and knowledge to create in-class activities [12,29,43] | X | |
The instructor has the time and knowledge to create/change formative and summative assessments [2,3,4,11,12,18,21,29,45,46] | X | |
The instructor has the time and knowledge to explain the new process to students [5,11,12,21,29] | X | |
Faculty are at a point in their career, and/or at an intuition, where teaching evaluation variability is acceptable [8,40,47] | X |
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Simonson, S.R. To Flip or Not to Flip: What Are the Questions? Educ. Sci. 2017, 7, 71. https://doi.org/10.3390/educsci7030071
Simonson SR. To Flip or Not to Flip: What Are the Questions? Education Sciences. 2017; 7(3):71. https://doi.org/10.3390/educsci7030071
Chicago/Turabian StyleSimonson, Shawn R. 2017. "To Flip or Not to Flip: What Are the Questions?" Education Sciences 7, no. 3: 71. https://doi.org/10.3390/educsci7030071