Alfredo:

It appears the student end up having to do more work in engaging in learning activities in class then having to go home and read up on other materials to prepare for class the next day.. I asked a similar question on RG, so I have include the thread as well as an article that highlights some of the trends and issues in flipping the classroom in offering a more flexible learning environment.

many thanks,

Debra

https://www.researchgate.net/post/Is_the_flipped_classroom_working_for_you_and_your_students

Data Flexible Learning Environments-Theories-Trends-Issues

Hi Alfredo

We have a number of staff here in Dublin using flipped classrooms. One of the more innovative uses is by a chemistry lecturer, who (in conjunction with staff from our unit) has used 'head cameras' to capture close-up experimental work in the lab. She posts the video of this for students to study before attending the labs. This enables them to: study the processes being used in more detail than they could just watching among a number of students in the lab; pause and replay as they need to; use the video for refreshing understanding prior to tests; think of questions they need to ask the lecturer when they get to class; and the lecturer (and my colleagues) have gained a publication from this work.

However I have quite an extensive Diigo library of resources on flipped classrooms now, and the literature does indicate that some students won't do the 'out of class' work unless they can see it linked with assessment. Pity knowledge acquisition has become so pinned to assessment rather than being valued in its own right, but there you are. The link below might give you some ideas for managing this - and Faculty Focus's archives have lots on flipped classrooms. Hope this is helpful and good luck.

Kind regards

Pip

http://www.facultyfocus.com/articles/blended-flipped-learning/ready-to-flip-three-ways-to-hold-students-accountable-for-pre-class-work/?utm_campaign=Faculty+Focus&utm_source=hs_email&utm_medium=email&utm_content=25563773&_hsenc=p2ANqtz-8QsAdCt29aAetdiRnQU0PsQerSD5ruOgYn9AN0evI1HtrYmU24pmiwCJ4qNGwvd25QmwSPj7V-R9tqdy0bWXf4Gdnq-Q&_hsmi=25563773

I used an  e learning environment for students at one point, it was essentially a flipped learning scenario, I found that it did not suit every one , sometimes students expect their set of power points which encourages passive learning initially !

kind regards

Dr.A.Parkinson

As an early childhood educator, I thrive on the pedagogy of flipped classrooms because they allow for  interactive engagement, just-in-time

teaching (in which learners  respond to those instant mind blowing- spontaneous learning experiences. It facilitates agency, student centred learning and opportunities for the educator to maximise scaffolding.  So well suited for inquiry based learning too.

 الفصل المقلوب يجعل من عملية التعلم عملية مستمرة طوال الوقت ؛ حيث يقوم المتعلم بالتعلم من خلا استخدام الوسائط المتعددة في المنزل ويمارس الأنشطة الادائية داخل الفصل الدراسي.

I have no experience, but would definitely like to do it practically. It should be good enough for some occasions at least, especially at the time of revision and not so good at the time of first round of learning.

Dear Alfredo,

I'd say it really depends on why you are flipping your classroom. In our particular case at the French naval academy, it was because we wanted to optimize the in-class time we spend with our learners. It worked perfectly well. of course, more time in class meant more practice, which allowed for improved results.

See the paper attached.

Hope this helps.

Conference Paper THE MARITIME ENGLISH MOOC: USING THE MOOC TECHNOLOGY TO FLIP...

Its not appropriate in all cases. In my experience, flipping the classroom led to less engagement and worse academic performance, and highlighted students' lack of high school preparation. We were VERY successful using constructivist methods in which students were introduced to meaningful, place-based, self-directed research projects. We took students on as fully functional lead or co-authors and integrated their individualized research programs with their loosely structured programs of study. We dramatically improved retention and matriculation. Assessment was a challenge, however, along with diverting "credit" away from faculty towards the students.