What is the Flipped Classroom?


The flipped classroom refers to a model of learning that rearranges how time is spent both in and out of class to shift the ownership of learning from the educators to the students. In the flipped classroom model, valuable class time is devoted to higher cognitive, more active, project-based learning where students work together to solve local or global challenges — or other real-world applications — to gain a deeper understanding of the subject. Rather than the instructor using class time to dispense information, that work is done by each student after class, and could take the form of watching video lectures, listening to podcasts, perusing enhanced e-book content, or collaborating with peers in online communities. Students access the online tools and resources any time they need them. Faculty can then devote more time to interacting with each individual. After class, students manage the content they use, the pace and style of learning, and the ways in which they demonstrate their knowledge; the instructor adapts instructional and collaborative approaches to suit their learning needs and personal learning journeys.

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(1) How might this technology be relevant to the educational sector you know best?

  • - jeff.hino jeff.hino May 3, 2016A 2009 study of technology adoption in Oregon State University Extension found that the use of a hybrid (blended) approach held interest with Extension personnel (http://www.joe.org/joe/2011december/a1.php) Blended learning builds on Extension’s strengths while responding well to current financial pressures and the need for greater exposure (http://www.joe.org/joe/2011december/a4.php). Hybrid courses are inherently modular, shareable, and easily repurposed and adapted to fit the variety of educational programs on today’s Extension learning landscape. - esagor esagor May 23, 2016
  • - greg.johll greg.johll May 4, 2016 What makes Cooperative Extension education different is being able to apply the knowledge and information to the local context. For example, Wisconsin has many growing zones. Using a flipped classroom approach allows the general information being taught in a Master Gardner program to be delivered ahead of time and then the specific local context can be addressed in the face-to-face time. - esagor esagor May 23, 2016
  • It will make the time together more valuable in getting to a higher level during face-to-face. However, it will be important to have buy-in to doing the reading, assignments, etc. ahead of time. How do we do this? I am finding that people still "wing it" when there is no grade or test involved. - ahenneman ahenneman May 8, 2016 - esagor esagor May 23, 2016
  • It would be hard to overstate the relevance of this model, particularly as Extension educators get increasingly competent and comfortable with online publication, video production, web conferencing, and so on. - esagor esagor May 23, 2016
  • The concept is almost infinitely flexible. While often conceptualized simply as "putting a lecture online, then discussing in class," it also includes the ability to mash up different sources in ways that enable more learner engagement and things that can't be done during a classroom lecture. (This is captured well in the overview.) - esagor esagor May 23, 2016
  • This concept/technology is very relevant to cooperative extension. This model encourages educators to improve the pedagogy of their teaching by reviewing their learning objectives and focusing on more that just "talking to" the participants in their workshops. It allows participants flexibility in how they are learning, allows them to easily review content posted online, and focus on applying what they have learned in the face-to-face time of the class. Of course, from what we know about adult learners...many prefer to "learn by doing" and the flipped model supports this through encouraging active learning - heyboerg heyboerg Jun 3, 2016
  • Flipped classrooms can strengthen educational programming, especially if it is a short-term event. - cstamper cstamper Jun 3, 2016

(2) What themes are missing from the above description that you think are important?

  • I'm a firm believer that Hybrid (or blended) learning will be a game changer for Extension teaching and learning. But before I launch into that, I'd like to see some editing done on the description given above. First, I suggest that you refer to it as Hybrid Teaching. "Flipped Classroom" is a K-12-centric term. Extension teaching occurs in many non-traditional settings, not just classrooms. Here at Oregon State, we have an Extension Hybrid Teaching Initiative that has already fostered very unique applications of hybrid teaching in 1-day Extension workshops, field tours, etc., that are not well reflected by the term "flipped classroom." More later, but hope we can edit this entry. Happy to help.- jeff.hino jeff.hino May 3, 2016
  • - greg.johll greg.johll May 4, 2016~ Jeff Hino, I get what you're saying about Flipped "Classroom" and it being k-12-centric. At the same it feels like there is something very intentional with the "flipped" that may be missed in going with Hybrid. I see flipped as a specific implementation of a hybrid approach. I guess it comes down to the definition of what is meant by Hybrid and I've seen examples of people claiming a hybrid approach is not necessarily flipped. We (in Wisconsin) are still using Flipped-classroom approach, or a flipped approach when talking with educators. - esagor esagor May 23, 2016
  • I too see value in maintaining the narrower "flipped classroom" term, even if it is a subset of the broader blended learning concept. Maintaining both terms just broadens the vocabulary, enabling clearer and more precise communication. - esagor esagor May 23, 2016
  • The flipped classroom approach isn't limited to content focused on solving "local or global challenges — or other real-world applications." Can't it also be used to teach math? Or just about anything else? - esagor esagor May 23, 2016
  • I agree with greg.johll in terms of referring to "flipped" as an implementation of a hybrid approach. I typically explain it as a form of blended learning. In the 2014 New Horizon report it describes it as "overlaps with blended learning." I also think this is a good resource:https://net.educause.edu/ir/library/pdf/eli7081.pdf.- heyboerg heyboerg Jun 3, 2016

  • Flipped classrooms also can include the basic information being given before the class, and then the hands-on during the class. - cstamper cstamper Jun 3, 2016

(3) What do you see as the potential impact of this technology on Cooperative Extension?

  • - jeff.hino jeff.hino May 3, 2016 I give you, for your consideration...a comic strip about potential hybrid teaching impacts on the day in the life of an Extension agent:http://blogs.oregonstate.edu/extensionhybrid/files/2015/01/Final-cartoon.jpg Love the cartoon! - esagor esagor May 23, 2016
  • - greg.johll greg.johll May 4, 2016 I think the flipped approach offers a way to efficiently deliver a centrally developed curriculum (e.g. Master Gardner training) while still allowing for the localization that makes us relevant to our learners. - esagor esagor May 23, 2016
  • - jeff.hino jeff.hino May 10, 2016 The hybrid (blended/flipped) approach allows Extension folks to mix up what they do so well (on-site teaching) with a carefully measured dose of online delivery. Extension faculty will resonate with the notion that in the hybrid approach, the human element remains "essential and irreplaceable," as this article discusses. || Absolutely agree. This is too easily forgotten or ignored. - esagor esagor May 23, 2016
  • I think there are so many potential applications for this model throughout cooperative extension since active learning, problem-based learning and bringing previous experiences to learning are all important elements of adult learning - and relate to the flipped model. Many of our programs could benefit from this approach such as with Master Gardener programs as suggested by esagor.
  • I think this could strengthen the educational aspect of community-based 4-H Club meetings. - cstamper cstamper Jun 3, 2016

(4) Do you have or know of a project working in this area?

  • Wisconsin's Master Gardner Level 1 training http://blogs.ces.uwex.edu/mgvlevel1/
  • We use it regularly in our silviculture workshops (example)
  • Oregon state University recently piloted its first hybrid Pesticide Applicator Test Preparation course offered for Spanish-speaking agricultural workers. The hybrid course used the Canvas platform for delivery.
  • At Michigan State University we have piloted a blended/flipped model with our Master Gardener program (it was probably more blended than flipped but we tried to focus more on hands-on activities). We also have done this approach with our equine program. - heyboerg heyboerg Jun 3, 2016
  • We are experimenting with this now. - cstamper cstamper Jun 3, 2016

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