A massively flipped class

2016 ◽  
Vol 44 (1) ◽  
pp. 4-20 ◽  
Author(s):  
Julia E. Rodriguez
Keyword(s):  
Active Learning ◽  
Information Literacy ◽  
Flipped Classroom ◽  
Content Type ◽  
Design And Implementation ◽  
Large Lecture ◽  
Use Of Technology ◽  
Utilization Of Technology ◽  
Pedagogy Literature ◽  
Large Lecture Classes

Purpose – The purpose of this paper is to describe and analyze how one-shot library instruction sessions for large lecture classes can effectively be “flipped”, and can incorporate active learning activities as part of both online and face-to-face classroom. Design/methodology/approach – This case study discusses the challenges of using flipped classroom methods with large enrollment courses and investigates the use of technology to facilitate the active learning components. Situated in flipped classroom pedagogy literature for both information literacy instruction and large lecture classes, the paper synthesizes practical information through the analysis of design and implementation. Findings – Lecture classes present unique challenges for utilizing flipped classroom methods, but the obstacles can be overcome with a bit of preparation and faculty buy-in, balanced with the proper utilization of technology. Originality/value – The paper offers other librarians practical design and implementation information for using flipped classroom methods, specifically for classes with large enrollments, filling a gap in the library literature that presently lacks examples of flipped classroom pedagogy being utilized for information literacy (IL) instruction with lecture classes.

scholarly journals For Your Enrichment: Flipping Library Information Literacy Sessions to Maximize Student Active Learning: Toward Articulating Effective Design and Implementation Principles

2017 ◽  
Vol 56 (3) ◽  
pp. 150 ◽  
Author(s):  
Ladislava Khailova
Keyword(s):  
Active Learning ◽  
Information Literacy ◽  
Academic Libraries ◽  
Flipped Classroom ◽  
Design And Implementation ◽  
Recommended Practices ◽  
Effective Design ◽  
Model Editor ◽  
Teaching Information

Information literacy remains a topic of interest to RUSQ readers and library practitioners. Here, Ladislava Khailova looks at using a “flipped-classroom” model for teaching information literacy in academic libraries, offering some recommended practices for those interested in pursuing this model.—Editor

scholarly journals The Challenges and Dynamics of Flipped Learning Totally Online: The Case of Training Research Postgraduates to Be University Instructors

2020 ◽  
Vol 7 (4) ◽  
pp. p36
Author(s):  
Tiffany Ko ◽  
Lisa Y. N. Law ◽  
Theresa Kwong ◽  
Eva Y. W. Wong
Keyword(s):  
Online Learning ◽  
Active Learning ◽  
Flipped Classroom ◽  
Learning Approaches ◽  
Flipped Learning ◽  
Postgraduate Students ◽  
Face To Face ◽  
Use Of Technology ◽  
Traditional Lectures ◽  
The Face

“Flipped classroom” is one of the popular blended learning approaches in Higher Education (HE) with significant use of technology. A “flipped” course typically engages students to do pre-class online learning at their own pace; the teachers then design active learning activities to reinforce students’ online learning in a physical classroom setting. Although literatures suggest that active learning after self-directed online learning can take place not only in traditional lectures hall but also online learning spaces, there is a lack of studies that investigate how the “relocation” of the face-to-face component online would affect students’ learning. As the COVID-19 pandemic has suspended face-to-face teaching on HE campuses worldwide, this article seizes the opportunity to examine the difficulties and possibilities of conducting flipped learning totally online. By evaluating the delivery of a flipped course for 46 research postgraduate students in Hong Kong during the pandemic-stricken period, the teaching team of the captioned course summarizes how the paradigm shift of flipped learning from partially online to totally online simultaneously distort and create new dynamics of in-class interaction and collaboration. Recommendations on how to better implement and research “flipped learning totally online” as a pedagogy across multiple disciplines will also be highlighted.

Teaching business ethics in a digital world

2020 ◽  
Vol 11 (4) ◽  
pp. 377-386
Author(s):  
Solon Magrizos
Keyword(s):  
Active Learning ◽  
Business Ethics ◽  
Flipped Classroom ◽  
Real Life ◽  
Business Practices ◽  
Teaching Business Ethics ◽  
Content Type ◽  
Digital Devices ◽  
Teaching Business ◽  
Digital World

Purpose While teaching of business ethics has been increasing in business schools worldwide, universities still face increasing pressure to do more to proactively defend and help avoid unethical business practices and scandals calling for more responsible education. This study aims to examine teaching business ethics in light of recent technological advances (i.e. teaching via the use of digital devices) and well-established pedagogical practices. Design/methodology/approach This study uses a 2 × 2 experimental design examining the effect of active (vs passive) and presence (vs absence) of digital devices in student learning of 192 US students. Findings The findings suggest that the active learning scenario, the usage of laptops and phones helped students get higher results in the test compared to active learning with no digital devices or passive learning with digital devices. Originality/value Active learning practices such as group discussions and peer assessment or the flipped classroom approach make a difference for business ethics teaching where students need to develop inquiry and interest for the subject and engage in ethical dilemmas and real-life examples. Further, students in the active learning scenario performed better in knowledge tests when they were asked to use their digital devices.

Evaluation of sources: a new sustainable approach

2015 ◽  
Vol 43 (2) ◽  
pp. 231-250 ◽  
Author(s):  
Sharon Radcliff ◽  
Elise Y. Wong
Keyword(s):  
Information Literacy ◽  
Literacy Instruction ◽  
Liberal Arts ◽  
Flipped Classroom ◽  
Literacy Skills ◽  
Experimental Comparison ◽  
Research Papers ◽  
Content Type ◽  
Information Literacy Instruction ◽  
Quasi Experimental

Purpose – The purpose of this study was to test a method of teaching information literacy, using the Toulmin method of argumentation, to aid students in developing topics, evaluating sources and creating stronger arguments that avoided “myside” or confirmation bias. Design/methodology/approach – The Toulmin method of argument analysis was tested in two related studies. A quasi-experimental comparison study in six sections of English composition courses was implemented at a small liberal arts college. A traditional one-shot session was compared to a flipped class, incorporating Toulmin argumentation. A Standardized Assessment of Information Literacy Skills (SAILS) test was administered and research papers analyzed using a rubric. A modified version of the Toulmin method, using images, was implemented in a two-unit information literacy course at a state university. Pretest and posttest information literacy test scores and research papers were analyzed. Findings – The first study showed that the experimental group performed better on the rubric scores for research papers when results were adjusted by excluding the one honors section. The survey results from this study showed mixed results for the flipped classroom approach. The second study showed a statistically significant improvement in pretest and posttest scores from the information literacy achievement test and the research paper rubric analysis showed that instructional goals were at least partly met. Research limitations/implications – Further research in incorporating instruction in argument into information literacy instruction is indicated. These studies integrated the Toulmin method successfully but represent fairly unique situations and thus more studies are needed to assess the overall impact of using this method in the context of information literacy instruction. Social implications – This study was implemented with two different population groups and shows how instruction can impact different groups differently and can be adapted to increase its effectiveness. Originality/value – The study highlights the value of collaborative assessment and of inclusion of critical thinking goals in information literacy instruction through instruction in argumentation using textual and visual means.

scholarly journals Flipping the classroom in business and education one-shot sessions: a research study

2016 ◽  
Vol 10 (2) ◽  
pp. 40 ◽  
Author(s):  
Madeline E. Cohen ◽  
Jennifer Poggiali ◽  
Alison Lehner-Quam ◽  
Robin Wright ◽  
Rebecca K. West
Keyword(s):  
Active Learning ◽  
Quantitative Study ◽  
Information Literacy ◽  
Flipped Classroom ◽  
Research Study ◽  
Business Management ◽  
Significant Finding ◽  
Control Session ◽  
Research Questions ◽  
And Control

In response to the challenge of maximising the effectiveness of one-off information literacy (IL) sessions, library faculty at Lehman College experimented with the flipped classroom model. This research paper reports the results of a multi-semester quantitative study of the flipped classroom in business management and education one-off sessions. Researchers explored two research questions: Do students in a flipped session demonstrate greater knowledge before their session than students in a control session? and Do flipped and control students demonstrate significant, positive improvement in knowledge after their session? The researchers used pre- and post-tests to evaluate two crucial aspects of the flipped model: pre-class homework assignments and in-class active learning. A significant finding supports the usefulness of homework assignments in preparing students for these library sessions. Both education and business classes also reported high degrees of satisfaction with the flipped model. The article provides evidence that the flipped classroom, especially those using the pre-class homework assignments, can be effective for student learning in IL one-off sessions.

scholarly journals Flipped Classroom model before and during COVID-19: using technology to develop 21st century skills

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Cecilia Latorre-Cosculluela ◽  
Cristina Suárez ◽  
Sonia Quiroga ◽  
Natalia Sobradiel-Sierra ◽  
Raquel Lozano-Blasco ◽  
...  
Keyword(s):  
University Students ◽  
21St Century ◽  
Flipped Classroom ◽  
Flipped Learning ◽  
Quantitative Methodology ◽  
Content Type ◽  
Use Of Technology ◽  
The Future ◽  
Development Of Competencies ◽  
Teaching Learning

Purpose The confidence placed in the use of technology and other computing resources is an important support for the deep transformation toward processes of very high quality teaching-learning based on active learning. This paper aims to present and describe a higher education experience with Flipped Learning before and during the transformation of education due to the COVID-19 pandemic. In addition, the study analyzes the effectiveness perceived by university students of Flipped Learning for the development of competencies for the 21st century. Design/methodology/approach For this study, a quantitative methodology is used in which 376 university students fill out a questionnaire after experiencing several sessions with an inverted classroom under both onsite and online instructions. Findings On average, the results show a high agreement among students on the benefits or effectiveness that learning designs with Flipped Classroom have on the development of skills that will be useful for their personal and professional future. These competencies include character building, collaboration, communication, citizenship, critical thinking and creativity. At the same time, and depending on some control variables such as the modality of teaching (onsite or online), the course, the predisposition to innovate or previous experience with innovation, significant differences are also observed. Originality/value Education and learning have the need to respond to the different educational and training needs for the future. In this sense, the Flipped Classroom methodology allows the development of skills for the 21st century. In turn, this approach also makes it possible to approach blended learning. Experiences such as the one described in this study will characterize the future of education.

Effect of flipped teaching on the performance and perceptions of pre-service teachers on a biology course

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Roberto Reinoso ◽  
Jaime Delgado-Iglesias ◽  
Itziar Fernández
Keyword(s):  
Active Learning ◽  
Learning Outcomes ◽  
Student Performance ◽  
Student Perceptions ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Bachelor's Degree ◽  
Traditional Teaching ◽  
Content Type ◽  
Academic Year

Purpose The purpose of this paper is to analyse student performance and perceptions when a flipped classroom setting is used, in comparison with the traditional model. Design/methodology/approach The inverted learning model or “flipped classroom” is a pedagogical approach that attempts to reverse the traditional teaching and learning process, making the student the protagonist of their own learning, and is characterised by the theoretical contents being taught “outside the classroom”, allowing students to spend more class time carrying out other types of more practical activities that encourage much more active learning, such as enquiry exercises, problem solving, collaborative projects and so on. The study was conducted on a biology course of the Primary Education Bachelor’s Degree during the 2017/2018 academic year (n = 240). Findings The results revealed that better learning outcomes were achieved by students when the flipped classroom methodology was proposed. It has also been found that student perceptions of the teaching approach were more positive when the flipped model was followed. The flipped classroom methodology also seems to foster student participation and motivation more effectively than traditional teaching formats, mainly because the active learning activities that are carried out in this new educative approach manage to involve the students in their own learning processes. Originality/value Despite the enhanced popularity of flipped classroom research in multiple educational contexts and the growing number of studies published in recent years, there is little empirical evidence regarding the effect of the flipped classroom on learning outcomes and satisfaction in pre-service teachers.

Online active-learning: information literacy instruction for graduate students

2019 ◽  
Vol 47 (4) ◽  
pp. 476-486
Author(s):  
Sarah Parramore
Keyword(s):  
Graduate Students ◽  
Active Learning ◽  
Information Literacy ◽  
Online Teaching ◽  
Online Information ◽  
Specific Element ◽  
Content Type ◽  
Learning Techniques ◽  
Conceptual Paper ◽  
Teaching Information

Purpose The purpose of this paper is to describe the challenges of teaching information literacy online to graduate students and evaluate software that supports using active learning techniques. Design/methodology/approach This conceptual paper analyzes different software tools and their functionality to aid in active learning, as well as describes elements of online teaching that facilitate active learning for information literacy. Findings Although software serves as the delivery tool, there is not one standalone product that provides all the needed aids to conduct active learning. Many other digital tools are needed in addition to the tutorial software to create active learning activities. Practical implications This paper provides activities and ideas to incorporate into the online information literacy session that contain active learning elements. Originality/value Although there is a wealth of literature about active learning of information literacy, very little surrounds teaching it online to graduate students. This paper focuses on this specific element of teaching information literacy through active learning methods in an online environment to graduate students.

scholarly journals Blended learning, Active Learning Classroom and information literacy in higher military education

2020 ◽  
Author(s):  
Anna-Karin Larsson ◽  
Sonja Gullberg ◽  
Malin Ekstrand
Keyword(s):  
Online Learning ◽  
Active Learning ◽  
Learning Environment ◽  
Blended Learning ◽  
Information Literacy ◽  
Professional Education ◽  
Flipped Classroom ◽  
Military Education ◽  
Learning Activities ◽  
Student Activity

How the learning environment is designed is an important part of creating good conditions for a professional education. The design of the physical and the online learning environment affects what students are expected to do in these spaces (Leijon 2016). A learning environment designed for student activity creates better conditions for activity, while an environment designed for instruction gives a different signal. A so-called Active Learning Classroom (ALC) can encourage student activity and increased learning. In an ALC environment, students become co-creators of knowledge. (Rands & Gansemer-Topf, 2017) It is impossible to know what competencies needed for the future. Therefor it is important to create a learning environment that support critical reflection, collaboration, creativity and innovation (Barnett, 2004). Flexible learning or blended learning aims to combine the strengths of online learning activities with those conducted on campus. There is a variety of ways to combine online learning activities with those conducted in the physical classroom (Vaughan, Cleveland & Garrison, 2013). For example, flipped classroom, podcast and peer learning. Adequate ICT pedagogical support can stimulate and find ways to expand the pedagogical palette with various creative online learning activities. During the round table discussion, we want to discuss the possibilities of using online learning activities, online examination and Active Learning Classroom to promote information literacy. The questions we want to discuss are: How can we combine online learning with facilitating information literacy and ALC? In what way do student’s expectations of teaching and learning affect the implementation of online learning and ALC? How can we collect student experiences of teaching online and in ALC? How can information literacy support learning and subject knowledge in higher military education?

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