Do you use this approach? What are the opportunities, threats, advantages, restrictions associated with it? We started a combined learning method for adults, which is similar to flipped learning. So I would like to ask the community to share their experience and contribute to the brainstorming.
Kamal thank you, my question is not about SWOT analysis as a tool, but about SWOT for a fliip[ed training method
To become a pre-eminent institution in teaching and research and to be ranked among the national leaders in recognition of the College’s achievements in Pharmacy and Graduate Education, Practice, Biomedical and Clinical Research and Service. Based on SWOT analysis in both teaching and research. Based on this plan the following were achieved:
1. In order to have variability in the specialization fields of faculties and to enhance research, teaching and learning process.
2. The number of students
3. The program curriculum, to meet the outcomes of the program,
4. Different assessment tools
5. Faculty teaching skills through adopting different teaching methodologies e.g TBL, PBL, case studies…etc,
6. The webpage of the college is designed to be more informative,
7. An exit survey has been implemented as was planned,
8. New students training plan and curriculum has been implemented,
9. laboratory space ,
10. teaching and research equipment,
11. faculty support and teaching staff ,
12. Internal and external research funding to a good level,
13. research out comes from the college, leading journals,
14. agreements with external bodies has been established
I have used this particular strategy as a tool to unpack a concept both with typical undergraduate students and with teaching staff. It works very well and it is also very engaging especially if you have a visual tool to represent the swot analyses (using post-its or a interactive whiteboard works well). The last I did was unpacking the concept of e-Learning in Higher Education.
Thank you Diogo! And did yoy use flipped learning? What are recommended tools to organize interaction in a flipped learning?
Dear Danil, please find a link to an online publication, Extension of a review of flipped learning, that provides a broad overview of flipped learning.
http://researchnetwork.pearson.com/wp-content/uploads/613_A023_FlippedLearning_2014_JUNE_SinglePage_f.pdf
In our university, we formulated a strategic plan. One part of it was the SWOT Analysis.
Dear colleagues, I was impressed with the degree of commitment to teaching that was evident in Tom Mennella from Bay Path University's description of how he incorporates flipped learning in his course. The URL that he provides to flippedlearning.org may also be valuable in guiding one's thoughts about this approach.
http://www.emergingedtech.com/2014/07/my-flipped-classroom-i-will-never-teach-another-way-again/
Danil, I am not a fan of the flipped classroom since I believe it is simply another education fad that is being marketed as "fantastic" and does not have the data to prove it. One of the biggest barriers to the flipped classroom is the assumption that every student has access to a computer and the internet at home. Take a look at the statistics on poverty whether it be in pockets of Canada or United States. Poverty - not more technology needs to be addressed in education.
Hi Danil. I'll offer my two cents, for what they're worth, and I hope that I might address your concerns. First off, I strongly believe that flipped learning is not wholly reliant on technology. If passive instruction is occurring away from the learning space (i.e., classroom) in preparation for deeper level fortification in the classroom (review, practice problems, etc.), then flipped learning is occurring. Even if this passive learning is no-tech, such as readings, this is still flipped learning, as long as the passive instruction is truly being completed by the students and there is strict accountability for student participation in these 'out of class' activities. Tech is not needed for a flipped classroom to work. That said, the risks associated with using a flipped approach are in its implementation. Poorly implemented flipped classrooms can rapidly become disasters. But when implemented effectively, flipped learning environments become almost magical in their efficacy.
I've just completed a fairly exhaustive study of flipped learning, its requirements and benefits. I'll spare you the details, but the bottom line appears to be that the most important (if not only) ingredients for flipped learning to be successful are (1) effective pre-exposure to background material, (2) individual student reflection on what was understood and not understood from that background material, with appropriate feedback from the instructor, and (3) student application of the background material with instructor feedback provided during that application. That seems to be all you need for effective learning to be possible. Where all of that occurs (in the classroom versus at home) seems to be less important than some of us once thought... What is most important is that it's all done, and done under the supervision of, and with personalized feedback from, the instructor.
I'd recommend you focus on those three components - solid, effective introduction of material, student reflection of comprehension, student application of that material - and you should see some good learning outcomes. But, remember, it all rests on the effectiveness of the implementation. Spend your time and resources perfecting the implementation, and the rest should take care of itself.
I hope some of this helps. And, thanks Leona for the kind words.
When we started applying team-based learning (TBL) I made internet search to find another suitable method. My information about it coming from internet
http://en.wikipedia.org/wiki/Flipped_classroom
Hi Thomas! Many thanks for your answer, it has really great value for me. We develop different training methods, and knowledge about strong and weak sides of well-known methods is of great importance for us.
I completely agree, that passive learning is not well enough. That is the reason, we at our training center try to implement not flipped learning but its modifications in order to establish better trainer's control and assistance.
In so-called "open learning" training method we offer self-paced learning based on video recordings and other e-materials, but a trainer presents in a class permanently, students may ask him/her. Also, a trainer must provide control every 3 hours: tests, labs, cases, etc.
Another training method - so-called - "class-and-extramural" - offers students self studies out of class (home or anywhere else) and weekly class studies with a trainer. Usually 6-70% of studies are self-based and 30-40% are in a class with a trainer.