Evaluating the “Flipped” Face to Face Classroom and the Online Classroom in Teacher Education

This chapter will discuss a study that set out to determine if knowledge of the structure of language and self-efficacy of pre-service and in-service teachers was impacted by whether the course was taken in a face to face or online format. Results of the study showed there was a statistically significant change in the Teacher Knowledge Assessment: Structure of Language (TKA: SL) for participants in the online courses, but not for students taking the course face to face. To determine whether or not self-efficacy increased, the Teacher Efficacy Scale: short form (TES) was used, The TES includes two subscales: teacher efficacy and personal efficacy. Results showed no statistical significance on the overall TES score between participants; however, on the personal efficacy score, there was a statistically significant change in pre and post test scores of participants who took the course face to face.

Designing a Flipped Classroom in a Higher/Teacher Education Context in the Caribbean

Set in a tertiary level environment for adult learners, the process involved in flipping a classroom is elucidated. This chapter is not a research paper, but rather a primer that can assist the reader to implement the flipped model in their own practice. The chapter sets out to discuss our experiences with Flipped learning in the Caribbean and what we learnt from it. Is it useful in our Caribbean Higher Education context? Will it assist Caribbean students to mastery of their subjects? Benefits can include an increased ability to use active learning strategies, to focus on higher level thinking activities, and to maximise use of faculty-student time. The chapter covers the rationale and theory of the Flipped method, and its positioning in the context of learning strategies. It then covers the instructional design facets of developing a flipped course, including the instructional materials, so that the entire process focuses on structuring the learning experience. It discusses the experiences of the authors in implementing the flipped model in their own practice, and the lessons learned from that experience. The environment necessary to implement the method is discussed, as well as best practices in the use of tools, assessment, evaluation, all drawn from the experiences of the authors.

Employing Active Learning and the Flipped Classroom Model in Developing Countries

This chapter examines the discourse on the need to employ active learning and flipped classroom model in educational settings in developing countries particularly in Saudi Arabia. Specifically, this chapter examines the concept and importance of Active Learning and Flipped Classroom Model. It also reviews the efforts and readiness of educational settings for implementing these instructional approaches. The chapter also elaborates and discusses various opportunities, which surround active learning and flipped classroom model in educational settings. Additionally, the chapter illustrates primary challenges that might hinder the implementation of active Learning and Flipped Classroom Model.

The Flipped Model in an Advanced Placement United States History Course

The flipped classroom model can transform the traditional lecture-discussion approach to teaching history and give teachers and students the opportunity to explore more student-centered critical thinking activities. This chapter explores how an Advanced Placement United States History course was transformed through the flipped model. First, the teacher shares his frustrations with trying to “cover” a tremendous amount of content in a short amount of time, which often led to the course being dominated by a lecture-discussion format. Second, the teacher details the methods and tools used to flip this course and the enrichment activities that ensued. Finally, there is an exploration of student reaction to this experience followed by a comprehensive discussion of the emerging technology tools currently available to achieve success with the flipped model.

Ideation to Execution

In this chapter, a flipped model is implemented in an undergraduate mathematics course. There is a need to enhance learning experiences in STEM disciplines and college mathematics courses. The authors seek to redefine the traditional relationship of instructor as the active conveyor of knowledge and the student as the passive receiver of knowledge. They discuss their efforts to plan and prepare for the course and their experiences with its implementation. The authors started with what they wanted their students to learn in the course. Prior to coming to class, students watched video lectures and completed pre-work assignments. In class, the authors incorporated group-work through peer-instruction and lab activities, and the use of a classroom response system. They present the results of their data collection, feedback from student response surveys. Among other results, the students realized the value of preparation and took an active role in the formation of their own learning experiences.

Flipped University Classrooms

The three case studies in this paper show how flipped classroom approaches can facilitate the renewal of university teaching. The case studies form part of a scholarship of teaching and learning that provides opportunities for educators to learn from the experiences of others. Descriptions of course preparation illuminate the application of constructivist pedagogy, the affordances of a range of learning technologies, and a role for university teachers that facilitates their students' engagement with learning. The cases outline the application of flipped classroom approaches at early and later stages of students' learning journeys and show how they introduce parity of learning experiences for on-campus and off-campus students. The case studies show how flipped classroom approaches can be an instrument of change, forming part of institution-wide planning for coherent and effective student learning journeys. They reveal the importance of an infrastructure of learning technologies to facilitate active and interactive learning and the significance of professional development and organized support teams, including technology experts, librarians and instructional designers, in preparing the groundwork for teachers and students using flipped classroom methodologies.

Studies of Flipping Classes with Asian Students

This chapter offers definitions of “Flipping Classes” (FC), which are classes that shift learning responsibility towards students and employ more media outside of class to help learners prepare to contribute more during classroom time. Its primary purpose is to increase student engagement by the wiser use of CALL, TELL and SMALL (Social Media Enhanced Language Learning). In support of these aims, this chapter examines “Flipped Classroom” instruction with the purpose of mining applications and websites that can help teachers flip their classes more effectively. Using FC, students are more engaged and enjoy preparing for their lessons out of class. They also gain confidence and communication skills as they present in class. Various definitions and examples of flipped classes will be presented, and its educational aims discussed.

Integrating Recent CALL Innovations into Flipped Instruction

With flipped learning becoming a normalized part of foreign language educational methodology, it is important to understand its past so that we, as teachers, can consider the future. This chapter reviews the pedagogical basis supporting flipped learning and discusses the recent research into the use of flipped learning methodology, primarily in the foreign language classroom. This survey encompasses studies done in Japan and around the world. Recent studies were analyzed to develop general guidelines for how to flip instruction, which are provided herein with suggestions for administrators to institutionalize the practice of flipped education. This chapter concludes with suggestions for future research into the field of flipped learning in foreign language education.

Pedagogical Rationale for Flipped Learning and Digital Technology in Second Language Acquisition

This chapter will explore the background of computer-assisted language learning (CALL) with a focus on how CALL methodologies and digital technology have enabled the implementation of flipped learning methods. The chapter briefly explores the beginning of CALL and its growth through current mobile technology uses. Successive sections explore learner autonomy and digital technology, language learner motivation, sociocultural learning theory, communicative language learning and teaching, language learning strategies, and finally, task-based language learning. Each of these pedagogical foundations of second language acquisition are explored with suggestions for practical application of the methodologies that are directly tied to or supportive of flipped learning and digital technology integration.

The Acrobatics of Flipping

The flipped learning experience provides learners with pre-class activities that allow them to understand subject matter. This understanding is subsequently use during the class to develop higher-level appreciations of the subject through problem-based and collaborative learning activities. The reoriented roles and dynamics of learning afforded by flipping provide opportunities for active learner-centered learning; however, these opportunities are sometimes not considered or underappreciated. This chapter rethinks the structure and dynamics of flipped courses and explores the instructional possibilities offered. In particular, it considers the opportunities and challenges of flipped instruction and examines the author's experience in flipping an Introduction to Accounting course. The chapter provides suggestions on how instructors and learners can best take advantage of the opportunities created when the learning experience is flipped.