Flipped learning usually makes use of technology, but it is an idea that is bigger than the technology.  Rather than obtaining knowledge in the classroom and applying it at home in homework, flipped learning means acquiring it at home and applying it in the classroom.

You could argue that reading the textbook at home is fundamentally the same as watching a video. So how does the REST of the instructional design work?  If the students come to class and the teacher simply repeats what is in the book, that is not flipped learning.  If the students come to class and engage in activities making use of knowledge, than maybe that is a flipped approach.

Textbook or videos, you still have to have way to hold the students accountable for doing what they are supposed to do. I would think that these would be similar, regardless of what is used for the outside-class learning.

But I must say that videos and other technology are more likely to motivate the students, as opposed to seeing reading the book as a distasteful chore.

Dear Marguerita,

Michael couldn't have put it clearer. Technology is a tool but you can find other sources for your students to get the necessary information. 

Try it and let us know,

Laura

Conference Paper Scenario Design in EFL Teacher Training

It could be argued that the flipped classroom has existed for a while in some specialities.  In my own, anatomy, we give the students a 50 minute didactic lecture which is then reinforced by 90 minute interactive small group (cadaveric) teaching sessions, based on constructivist principles.

Thank you all.

I  have picked up very interesting interpretations and clarifications. May be if we keep this discussion going, more teachers  may want to try it.  I definitely will try some of the ideas raised and then share.

 It will be interesting to investigate how  flipped classroom may have changed the way learners view their  primary source   of information be it video , textbooks or other

Thank you for the feedback

I wouldn't go as far as to say flipped learning has nothing to do with technology but it is a fact that the approach has made advantageous use of it, acknowledging that we are living in the digital age and many people and institutions have access to it. Where access to computers to view videos at home is limited, alternative arrangements have and can be made in some situations; e.g. making the videos and time available to view at the school.

However, the instructional videos is only a small element of what a flipped learning experience can offer. Much more attention in research needs to be given to what happens in the classroom. Once the information has been transmitted in whatever form is appropriate/available (thus addressing Bloom's lower order thinking skill of remembering and understanding), how is that knowledge applied in a way that employs Bloom's higher order thinking skills. This is where the deeper learning takes place IF in-class activity and teacher guidance is meaningfully employed. 

Hi Marguerita,

I agree with the comments above regarding the role of technology - i.e. it doesn't equal flipped learning and that it is only a tool. My question is, why are you looking to not use technology? Is it a philosophical decision or is there a lack of technology in your particular context?

Regards, Kevin.

Hello Kevin

  Thank you for the question. For the context I have in mind, my  immediate response is  a bit of both .

First, there is  inadequacy in technology infrastructure and  insufficient knowledge base in technology Yet there is high enthusiasm among   teachers about the Flipped classroom. These  limitations  demotivate and contribute to the basic excuse not reason for not implementing it.

The philosophical aspect  is aimed at providing a shift  of  focus to  the  Flipped classroom  process and less on the  limitations that are afforded by the status  of  preferred implementation tool  in the said context.

 Thank you Kevin

Thanks for the clarification Marguerite - and I agree that it is a little of both. My experience of implementing ICT change in schools has been that the infrastructure is a necessary condition for success but not a sufficient condition. In other words, if the infrastructure is not robust then implementation cannot take place (as you say it does provide a ready reason for teachers to say "I want to use ICT but it just doesn't work - Darn!). However, the philosophical / pedagogical aspect is the more critical one - you can have a robust infrastructure that is still not utilised due to the mindset of the individual teachers. This is a tougher nut to crack. Whilst not referring specifically to the Flipped Classroom, Rogers Diffusion Model of Innovation may be helpful. Regards, Kevin.

It seems to me that the primary medium through which any "flipped" classroom would base itself would be off of a technology platform.

Not that it must be required, but without any technology it would seem like printing lecture slides with corresponding scripted notes would suffice in a non-technology manner and achieve the same ends.  One drawback of this is that in most cases I - and others whom I work with - have utilized the flipped model a key component is collection of formative data.  We build into our "lectures" questions that must be answered to complete them and then are instantly tabulated for a general picture of class' comprehension.  That helps inform us as to how to proceed in class.

Thus, I think that in order to make the most out of a "flipped model" you'd have to adjust after-the-class rather than before-the-class, which may not be ideal but would still allow for more in-class time on projects.

I have enjoyed using the flipped model in the classroom to focus instructional time on active-learning strategies that emphasize student-centered learning. Students do not necessarily have to use technology outside of class. Instead the idea is for class time to focus on more dynamic and engaging instructional strategies. Students may read the material and answer questions or complete writing assignments at home. My in class time then focuses on role-plays, simulations, debates, games, and problem-solving group work. These activities have made the learning experience much more dynamic overall. Good luck!

You may also want to chunk and package your content to hit the higher levels of the cognitive taxonomy in allowing for more higher order thinking and student-centeredness. I endorse Wendy's comment and can attest to the use of debates as a very powerful strategy for developing students' critical thinking and engagement.

Best regards,

Debra

Flipped learning was designed to operate through technology, wherein teachers post course material and pre-recorded videos online for students to study at home and then attend class for active learning activities like class discussions and group work. However, in its remote form, flipped classrooms can still occur without technology. In this case, the teacher assigns students to read an article or textbook at home and return to class for active learning through group projects or discussions.