Is the Flipped Classroom
Appropriate at the University
Level?
Thomas J Francl, MBA, CMA
National University
April 10, 2014
Presentation Objectives
What is a flipped classroom?
Why even talk about it?
Who has flipped their classes?
When should we do it?
Where can we do it?
How do we begin?
The Traditional Classroom
Lecture – Material presentation
Q & A – Check for understanding
Homework – Practice, practice, practice
Projects – Research, presentation
Q & A – Review
Quiz – Test retention, understanding
Short attention span
9 PM zone out
Solutions?
Stand up comedy
Participation points
Initial Venture into Flipping
• The “Opportunity” – Staffing two,
2-week MBA introduction classes
• Classes offered over 15 times a year
• Staffing is a burden
• Material, Presentation is boring
Automate the delivery!
Increase class sizes
Reduce expenses & staffing headaches
Flipped Learning
Example of using avatars &
scripted voices…
ACC501 ACCOUNTING
FUNDAMENTALS
Introduction Module Objectives
Review Course Outline – Download & print it!
Describe Course Design
6
Flipped Learning
Example of hiring a professional
voice over…
“Accounting” Definitions
Definition – Process of identifying, measuring, and
communicating economic information about an entity so that
users of that information can make informed judgments and
decisions.
Financial Accounting – Preparation of financial statements
for external users
Management Accounting – Preparation of economic
reports only for the entity’s internal personnel
8
Flipped Learning
Fast forward one short year
Ignored the staffing & cost cutting but spruced up
the delivery
Flipped 2.0: Two Management Accounting classes
Focused on real student learning
Flipped Learning
Nationwide Initiatives:
Started in a Colorado high school
Initial adoptions in elementary & high school
University experimentation
Not a MOOC concept!
Resources:
FlippedLearning.org
FlippedClassroom.org
Flipped Learning
Flipped Learning is a pedagogical approach in which direct
instruction moves from the group learning space to the
individual learning space, and the resulting group space is
transformed into a dynamic, interactive learning
environment where the educator guides students as they
apply concepts and engage creatively in the subject matter.
The Flipped Learning model deliberately shifts instruction to
a learner-centered approach where class time is dedicated
to exploring topics in greater depth and creating rich learning
opportunities. Students are actively involved in knowledge
construction as they participate in and evaluate their
learning in a manner that is personally meaningful.
2014: Flipped Learning Network
The Flipped Classroom
Student Responsibilities:
View video lecture – eCollege, private YouTube
Take brief quiz – repeats OK, and, yes, they’re graded
Draft the homework exercises
Respond to Threaded Discussion Questions
ON THEIR OWN TIME!
The Flipped Classroom 2.0
Class Meetings:
Open forum for student questions
Break into separate chat rooms, classroom groups
Students are to discuss homework solutions
Can display printed results (maybe)
Peer-on-peer learning is powerful
Each group is presented with a discussion topic
Debate a response, select a spokesperson
Make presentation to entire class
Best Threaded Discussion responses presented
General Q & A
Introduce next topic
The Flipped Classroom 2.0
Videos:
Short, maybe 5 to 10 minutes each
Multiple videos per topic (chapter in book)
Able to Pause, Replay as desired
Can be publisher supplied
Can be automated Power Points (aka Video)
Better with instructor’s voice over (maybe)
Viewed when the student is ready to learn
Quizzes:
Brief quiz, maybe one per video
Purpose is to reinforce the material
Open book
Repeat until 100%
They are graded, multiple choice questions
The Flipped Classroom 2.0
Flipped Format Notes:
The focus is placed on the LEARNING
The instructor is just a FACILITATOR
The RESPONSIBILITY for learning is the student’s
The student ends up doing MORE WORK but loves it!
The instructor is MORE INVOLVED in their thought process
Classroom discussion is at least one level higher on the
Bloom Taxonomy pyramid
The Flipped Classroom 2.0
“Opportunities:”
Course designer needs creativity, testing resources
SPL can help with the technology
Slide voice overs – dictate with Dragon Speaking
then record & paste audio clips onto slide
Adjuncts need to be trained
On-site class length
Grading – structure to evaluate learning progress & success
Student feedback
Professor Francl is a great teacher who truly cares for his students. It
was great being in his class. I like how he had break out rooms for us
to go in and work together on discussion for the class.
The "flipped" learning was quite efficient. Forcing ourselves to learn
and bring our questions to the chat sessions was a great format.
Enjoyed and most useful.
The format Prof. Francl is using is great. Instead of having to sit in
the lectures and listen to him read slides, we actually ask questions
and interact. It works very well. There are videos we watch to review
the slides/chapter detail.
Presentation Objectives
What is a flipped classroom?
Why even talk about it?
Who has flipped their classes?
When should we do it?
Where can we do it?
How do we begin?
Let’s all Flip Out!
Reference: www.jrit-nu.org
Journal of Research in Innovative Teaching
Resources:
FlippedLearning.org
FlippedClassroom.org
My address: TFrancl@NU.edu