Article Preview
TopIntroduction
The popularity of flipped learning methods is on the increase. The move in higher education towards flipped methods of instruction, which began in secondary education (Bergmann & Sams, 2009), can be viewed as part of an educational approach that promotes blended learning. Blended learning is a combination of face-to-face (F2F) and instruction, often in online environments, outside the classroom (Lage, Platt, & Treglia, 2000). The “flip” in flipped classrooms refers to the inverting of the traditional classwork/homework relationship; teacher-led instruction takes place outside the class, while activities relating to it take place inside (Pierce & Fox, 2012). This approach is said to be of benefit to students as it allows for more student-directed discussion, time for problem-solving activities, self-directed and self-paced learning, and greater responsibility for learning (Roehl, Reddy, & Shannon, 2013). Flipped classrooms often use recorded lectures which students view outside the classroom and at their own pace (O’Flaherty & Phillips, 2015). This asynchronous approach to instruction allows for increased amounts of time in class for the instructor to facilitate the application of knowledge (Pluta, Richards, & Mutnick, 2013). In-class, instructors facilitate inquiry, clarify concepts, and encourage planning, analysis, and application of knowledge (Anderson, Krathwohl, & Airasian, 2001). Synchronous activities to strengthen understanding of concepts include micro lectures, student presentations, debates, and discussions (O’Flaherty & Phillips, 2015). The promotion of the flipped learning approach is supported by research into student satisfaction and course grades (Mason, Shuman, & Cook, 2013; Wilson, 2014). It has been shown that students adapt quickly to flipped learning (Mason, Schuman, & Cook, 2013; McLaughlin, et al., 2014) and that, when compared to traditional versions of the same course, students’ satisfaction increases (Butts, 2014; Critz & Wright, 2013; Mason, Schuman, & Cook 2013; McLaughlin, et al., 2013; Pierce & Fox, 2012). Research has also shown improvements in test results and course outcomes (Mason, Schuman, & Cook 2013; McLaughlin, et al., 2013; Pierce & Fox 2012). While there are many positives, research also shows that establishing flipped environments is labour intensive and time consuming for staff (Critz & Wright, 2013; Gannod, Burge, & Helmick, 2007). To address this, some institutions are developing programs to assist instructors (Butts, 2014; Critz & Wright, 2013; Gannod, Burge, & Helmick, 2007). It has also been reported that in some contexts flipped learning has not led to any changes in performance (Clark, 2015) and may not benefit certain groups of students (Owston, York, & Murtha, 2013).