1. Flipping the Classroom for Online Delivery Sue E. Bingham, PhD, RN, CNE

2. Objectives Understand the concept of “flipping” the classroom Explain the principals involved in “flipping” the classroom Identify the pros and cons of “flipping” the classroom Discuss different resources that can be used to teach online using the “flipping” the classroom approach Demonstrate an example of using “flipping” the classroom with an online class.

3. Goal of “flipping the classroom” is to provide high-quality, accessible, engaging resources that students can use at home to learn the foundational knowledge they need before they begin to the real work of the subject (before they discuss, debate, apply, analyze, synthesize, critique, etc.)

4. Pillars that are essential for educators 1. Flexible learning environment 2. A shift in the learning culture 3. The use of intentional content 4. Professional educators

5. The bottom line  Using class time to disseminate information doesn’t make a lot of sense because students can generally learn such information outside of class.  Time in class is best used for activities that require working with peers, having the teach present, etc.  So…the flipped classroom is one in which foundational information is disseminated outside of class to make time for these other kinds of activities during class.

6. Flipped classroom Pros  Students are more satisfied because they feel class time is more valuable – not something they could have done on their own  Professors are there when students need them most: when they are wrestling with the application of the new ideas  Professors get to spend more time one-on-one with students and get to know them better  Students must be more engaged and self-regulated, so they learn more  Students with disabilities may benefit  Students can go at their own pace  If a student gets the information right away, then they can stop there; for a student who is having problems, there can be alternate resources that can reinforce information

7. More Pros  The professor can go straight to, “Where are you confused?”, “what questions do you have?” Rather than spending time on everything that needs to be absorbed, you can concentrate on just the problematic areas  It is motivating because students know they will be asked to do something with their new knowledge beyond just regurgitating it on a test  Experiencing the same information through multiple neural pathways increases one’s ability to understand and recall that information  The flipped classroom sends positive messages..”You are capable of learning certain information on your own, and are capable of doing more with the information than we previously asked of you”.

8. Cons This is a radical idea and can really “freak” students out If students are not required to do the work ahead of time, everything is ruined.

9. Learning modules are recommended that contain multiple resources in different formats  Study them all, each resources provide different information  Study them all, the resources provide much the same information, reinforcing one another  Study these two, and then here are areas from others if you need more help  Study one of these in any order, whatever you need to do in order to be able to….  Decide who in your group will study which resources and then come together to share  Start with these two and then find resources on your own to add to the mix  Other possibilities?

10. Ideas for Resources  Videotaped lectures –  Keep lecture to 15 minutes or less  Record it in actual class with students asking questions if possible  Make sure it is engrossing  Educational videos  Videotaped “think aloud” or demonstrations  Actually demonstrate or use “YouTube”  https://www.youtube.com/watch?v=M2N7KjC4GbM https://www.youtube.com/watch?v=M2N7KjC4GbM  Other existing videos  Other professors are putting videos online  Videos that may have been created by students as assignments are just as good or better; sometimes peers can explain better than experts

11. Resources  Photo Story  Virtual Field Trips/tours  Web Quests  Simulations  Podcasts  Websites  Blogs  Readings  Songs  Books on tape  Data or diagrams  Group Reflection  Scavenger Hunt  Actual Field Trips/field data collection  Conduct interviews  Try something

12. What Happens in class in the flipped classroom?  Take a few minutes to reflect on the process, self-assess, or build community  Your role is to help students build the necessary skills to become self-directed, self-regulated, persistent learners who can get what they need from the resources provided  Secure the foundational knowledge  Your role is to check to make sure they understand the foundational knowledge presented in the module and clear up misconceptions  Deepen that knowledge, practice it, or apply it  Your role is to provide critical feedback and guidance  Lecture in this format  When you notice common questions, stumbling blocks, misconceptions, etc. stop class for a few minutes and explain.  Make sure that all on-line modules are frontloaded

13. An example of using the flipped classroom with online delivery  Objectives for Test Item Scoring Objectives for Test Item Scoring  Powerpoint – Reviewing test questions Powerpoint – Reviewing test questions  Article – Best Practices for Writing Test Items Article – Best Practices for Writing Test Items  Example test Example test  Test Analysis Test Analysis  https://cidmedia.clayton.edu/NURS_6330_-_Module_4_- _MP4_with_Smart_Player_(Medium)_-_20140130_04.53.18PM.html https://cidmedia.clayton.edu/NURS_6330_-_Module_4_- _MP4_with_Smart_Player_(Medium)_-_20140130_04.53.18PM.html