Flipped learning: An effective pedagogical model for increasing active learning?
Assignment Brief
Flipped learning: An effective pedagogical model for increasing active learning?
Sample Answer
Flipped Learning: An Effective Pedagogical Model for Increasing Active Learning?
Introduction
Flipped learning has emerged as a prominent pedagogical model in higher education, transforming traditional teaching approaches by reversing the conventional classroom dynamic. Unlike traditional lectures, where information is primarily delivered during class time, flipped learning requires students to engage with instructional content, such as videos, readings, or interactive modules, outside the classroom. Classroom time is then devoted to active learning activities, including problem-solving, discussion, and collaborative projects. This approach aims to enhance student engagement, deepen understanding, and promote higher-order cognitive skills. The purpose of this essay is to critically examine the effectiveness of flipped learning as a model for increasing active learning, exploring its benefits, challenges, and implications for both educators and learners.
Understanding Flipped Learning
Flipped learning shifts the locus of initial knowledge acquisition from the classroom to pre-class activities. The model typically involves three key components: pre-class preparation, in-class active learning, and post-class consolidation. Pre-class preparation allows students to engage with foundational material at their own pace, often through multimedia resources. In-class sessions focus on applying knowledge, encouraging interaction, collaboration, and guided practice under the supervision of the instructor. Post-class activities may include reflection, quizzes, or projects that reinforce learning outcomes. This pedagogical approach aligns with constructivist learning theory, which emphasises that learners actively construct knowledge through experience and social interaction (Bishop & Verleger, 2013).
Benefits of Flipped Learning
Research suggests several benefits of flipped learning in enhancing active learning. Firstly, it increases student engagement by allowing them to take responsibility for their learning. Students can access pre-class materials multiple times, accommodating diverse learning paces and styles. Secondly, flipped classrooms provide more opportunities for interactive learning during face-to-face sessions. Educators can use class time to facilitate discussions, address misconceptions, and implement problem-based or collaborative learning exercises (O’Flaherty & Phillips, 2015).
Thirdly, flipped learning has been shown to improve academic performance. Studies in disciplines such as STEM and health sciences indicate that students in flipped classrooms often achieve higher test scores and demonstrate better conceptual understanding compared to those in traditional lecture-based settings. Additionally, flipped learning fosters critical thinking and higher-order skills by shifting the emphasis from passive listening to active application, analysis, and evaluation of knowledge. The model also supports the development of digital literacy, as students interact with online resources and learning technologies.
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