Running head: CASE STUDY: EMERGING TECHNOLOGY 1

Case Study: Emerging Technology

The Flipped Classroom

Kandi Barnett

EDUC 515

Azusa Pacific University

June 10, 2014

















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Abstract

Articles and a case study were researched regarding the effectiveness of the flipped
classroom model. Innovative teachers continually look for new ways to deliver content to
students efficiently and effectively. The author examined both the benefits and drawbacks
to this new style of teaching in the 21
st
century. Technology, test preparation, and
accessibility were key areas examined.
















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FLIPPING THE CLASSROOM

Many educators are examining and experimenting with the flipped classroom model
for teaching. In the traditional classroom, teachers deliver information or lecture during
the class time and the student then practices the skill at home in the form of homework.
With the flipped classroom model, the students watch, at their own pace, the lectures at
home and participate in on line discussions. Class time is then spent on concept
engagement and the teacher serves to guide the students through the learning process.
The flipped classroom model relies on two key components: educational technology
and activity learning. Lectures can be delivered to students in the form of pod casts,
audio casts, and/or videos. The means of the delivery isnt significant. It is important that
the teacher select the appropriate technology for their audience. The idea is that the
student is able to access the information and review it as many times as needed. The
lesson may include several short, five to seven minute, videos or pod casts. An online
quiz that will give immediate feedback can follow the lecture or lesson.
The second key component is the learning activity that follows the lesson from the night
before. Teachers must develop activities or in class exercises that engage students to test
their skills by applying the knowledge they have acquired and interact with their
classmates.
Three students from the University of Southern California (USC) did a case study on
faculty and student experiences from a flipped classroom. The study (Exploring Faculty
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and Student Experiences in the Flipped Classroom, 2013) looked to answer five
questions:
1. How do instructors interpret and apply flipping the classroom for their
course taught?
2. How is technology applied and integrated into the flipped activities across
courses?
3. What are the students perceptions of the flipped classrooms value?
4. What patterns emerge amongst the participating instructors?
5. What recommendations emerge for the design of Flipped Classrooms?
For one class, students were sent four videos to view and then take a quiz where their
results would be posted on the website Backboard. Students were asked but not required
to post comments and questions. The results of the quiz allowed the instructor to decide
what concepts were understood and what material could be presented for the following
day. Because the comments and questions were not required from the students, most did
not write any which left for little discussion for the next days activities. When the
instructor revised the lesson for the following day, comments and questions were
required to be posed on blogs and then those comments were used to base the lectures for
the following days.
The classroom activity was done through trial and error. Students struggled to
complete the task during the class time. In addition, the instructor need to insure that their
was the appropriate level of guidance given. Revisions of the classroom activity included
narrowing the activity so the students could delve deeper into the process. The instructor
was then able to facilitate the process rather than manage time and implementation of the
process.
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Another observation from the flipped classroom study was the usefulness of a group
or class recorder. During the classroom activity, the students discussions were not
recorded and when given the time to reflect, many of the key thoughts were omitted or
forgotten. The addition of a group recorder allowed the reflection to be more
comprehensive and meaningful. (Exploring Faculty and Student Experiences in the
Flipped Classroom, 2013)
While the case study was able to restructure the lessons to compensate for the areas
that they lacked, it did not discuss the element of curiosity for the student. In developing
classroom activities, a key area of concern is the ability to set an activity that engages all
students by appealing to their multiple intelligences. One effective way is by using the
idea of cognitive dissonance. When students are presented with a problem, idea, or
event that leaves them unsettled, unclear, or just curious, then the activity has their
interest. This interest will spark discussions, inquiry, and motivation. Through these
discussions, the instructor is then able to provide information or direct and guide students
through the learning process. This places the responsibility of the learning on the student
by giving them even greater motivation to experiment. (Things you should know about
the flipped classroom, 2012)
Additional questions were raised when the case study was examined. The idea of the
flipped classroom only works when the students have access to videos, podcasts, or audio
casts. The students targeted must have access to the necessary equipment and internet
service. While living in 2014 this may not seem significant, there are those that are
unable to afford the necessary equipment. Students who do not have access must then be
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provided access to school equipment and computer labs and/or libraries need to be
accessible to students before and after school.
This model for learning is designed around technology. Another disadvantage is the
amount of time spent in front of a computer screen or monitor and less time in front of
people. Not all students are able to learn from a computer screen and some students may
struggle when looking for answers and there is not an instructor present to assist them.
While the flipped classroom allows for deeper understanding of concepts, it does not
set up students to be prepared for standardized tests. The flipped classroom is not ideal in
presenting information to prepare students for the standardized tests that all public
schools require of their students.
The flipped classroom enlists a variety of opportunities for learning for students. It
provides the opportunity for student-based learning, collaboration, parent involvement,
and access to the classroom at a students fingertips. However, teachers have discovered
that the availability of technology, their needed preparation time, and the lack of test
preparation for standardized testing have made the flipped classroom fallible.








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References

Acedo, M. (2013, November 27). 10 Pros and Cons of a Flipped Classroom. In
Teachthought. Retrieved May 9, 2014, from
http://www.teachthought.com/trends/10-pros-cons-flipped-classroom/

Goodwin, B., & Miller, K. (2013, March). Research Says / Evidence on Flipped
Classrooms Is Still Coming In. In ASCD Org. Retrieved May 11, 2014, from
http://www.ascd.org/publications/educational-
leadership/mar13/vol70/num06/Evidence-on-Flipped-Classrooms-Is-Still-Coming-
In.aspx

Kim, M., Kim, S., & Khera, O. (2013). Exploring Faculty and Student Experiences in the
Flipped Classroom. In USCedu. Retrieved May 30, 2014, from
https://cst.usc.edu/files/2013/07/AECT-Flipped-Classroom-Presentation-2013.pdf

The Flipped Classroom. (2011). In KNEWTON. Retrieved May 29, 2014, from
http://www.knewton.com/flipped-classroom

Things you should know about the flipped classroom. (2012, February). In EDUCAUSE.
Retrieved May 30, 2014, from http://net.educause.edu/ir/library/pdf/eli7081.pdf.


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