Using the Flipped Classroom and best practices 1

Using the Flipped Classroom and best practices

John Wilgress

22141789

The University of Western Australia

EDUC 5464 Information and Communication Technology Curriculum I

Mrs. Louise Moroney

16/05/2017
 Using the Flipped Classroom and best practices 2

Using the Flipped Classroom and best practices

While teaching in 2007 at Woodland Park High School, Colorado, Bergmann and Sams
created a revolutionary idea, to flip their classroom. They did this by assigning pre-recorded
lessons to be viewed before class on YouTube as homework and using the freed classroom
time to discuss concepts rather than wasting it explaining (Bergmann & Sams, 2012).

The major benefit of this new teaching style is it encourages students to think critically,
create solutions and solve problems (Bergmann & Sams, 2012). This corresponds directly with
the major aims in the West Australian Curriculum and the AITSL Standard 3.3 (SCSA, 2017;
AITSL, 2017). Three studies found the benefits of a flipped classroom with technology in both
secondary and tertiary study. In Greece, a study (2017) conducted by Kostaris, Sergis, Sampson,
Giannakos and Pelliccione, with experimental control groups from two year 8 classes (a total of
46 students), found that teachers had more time for hands-on ICT activities which increased
cognitive learning outcomes, motivation and engagement compared to the face-to-face classroom
setting. Additionally, normally Low-performing unengaged female ICT students had an
improved learning experience (Kostaris, Sergis, Sampson, Giannakos, & Pelliccione, 2017).
Another study (2016) was conducted by Mclaughlin, White, Khanova and Yuriev on flipped
classrooms with the use of ICT in pharmaceutical schools of both 900 students in Australia and
620 students in the South-Eastern United States. The study found that although students were
engaged at a higher level thinking, time-consuming processes, such as careful planning and
ongoing evaluation were required to achieve continuous quality improvement (Mclaughlin,
White, Khanova & Yuriev, 2016). A final study (2017), by Lucke, Dunn & Christie examining
third year engineering Fluid Mechanics course at the University of Sunshine Coast in Australia,
found that a flipped classroom which had students using student response system (SRS)
technology before class allowed student to have substantially more time, engagement,
motivation, active learning and attendance during class as compared to previous cohorts. Most
importantly extra time allowed for students to critically think about advanced concepts through
discussions and collaborative learning activities (Lucke, Dunn & Christie, 2017). It is clear from
these three studies that the use of flipped classrooms with ICT is highly effective.
 Using the Flipped Classroom and best practices 3

Two issues arise from the studies on how to perform best practice. First, for ICT to be
effective in a flipped classroom, it has to be carefully planned with ongoing evaluation.
Therefore, teachers need to know how what and when to use the cornucopia of technology
available to engage with students before and during class. If this is technology is used incorrectly
it can be disastrous and even counterproductive, essentially there is a fine line when to have a
flipped classroom. (Mclaughlin, White, Khanova & Yuriev, 2016; Miller, 2012). Second,
Australia is the third largest internet user in the world; however, it has huge internet accessibility
issues in terms of its rural locations, peoples income, education and age (Adams Becker,
Freeman, Giesinger Hall, Cummins & Yuhnke, 2016; Curtin, 2001). As a consequence, some
students might find it difficult to access the internet for homework. Still, things might improve.
One such improvement is the National Broadband Networks initiative for Fixed Wireless which
will give affordable fast internet access to rural areas close to Perth hopefully in 2018 (NBN,
2017). If these issues are fixed, implementing flipped classrooms into secondary schools will
be highly engaging, motivating, activating, and cognitively stimulating for students.

References

Adams Becker, S., Freeman, A., Giesinger Hall, C., Cummins, M., & Yuhnke, B. (2016).
NMC/CoSN Horizon Report: 2016 K-12 Edition. Austin, Texas: The New Media
Consortium. Retrieved from https://www.nmc.org/publication/nmc-cosn-horizon-report
2016-k-12-edition/

Australian Institute for Teaching and School Leadership. (2017) Australian Professional
Standards for Teachers. Retrieved from http://www.aitsl.edu.au/australian-professional
standards-for-teachers/standards/list

Bergmann, J. & Sams, A. (2012). Flip your classroom: reach every student in every class every
day (1st ed.). Eugene, Oregon: International Society for Technology in Education.

Curtin, J. (2001). A Digital Divide in Rural and Regional Australia. Parliament of Australia.
Retrieved from
http://www.aph.gov.au/About_Parliament/Parliamentary_Departments/Parliamentary_L
brary/Publications_Archive/CIB/cib0102/02CIB01

Kostaris, C., Sergis, S., Sampson, D., Giannakos, M., & Pelliccione, L. (2017). Investigating the
potential of the flipped classroom model in K-12 ICT teaching and learning: an action
research study.(Report). Educational Technology & Society. 20(1), 261-273.
 Using the Flipped Classroom and best practices 4

Lucke, T., Dunn, P., & Christie, M. (2016). Activating learning in engineering education using
ICT and the concept of Flipping the classroom. European Journal of Engineering
Education. 42(1), 45-57.

McLaughlin, J., White, P., Khanova, J., & Yuriev, E. (2016). Flipped Classroom
Implementation: A Case Report of Two Higher Education Institutions in the United
States and Australia. Computers in the Schools. 33(1), 24-37.

Miller, A. (2012). 5 Best Practices for the Flipped Classroom. Retrieved from
https://www.edutopia.org/blog/flipped-classroom-best-practices-andrew-miller

National Broadband Network. (2017). NBN Fixed Wireless Explained. National Broadband
Network. Retrieved from http://www.nbnco.com.au/learn-about-the-nbn/network
technology/fixed-wireless-explained.html

SCSA. (2017). Humanities and Social Sciences. Retrieved from

http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/humanities
and-social-sciences