1

Abour H. Cherif, Ph.D. DeVry UniversityGerald E. Adams, Ph.D. Columbia College ChicagoFarah Movahedzadeh, Ph.D. Harold Washington CollegeMargaret Martyn, Ph.D. Harold Washington CollegeJohn McManamon, AM. DeVry University

Do College Students Give a Flip About Flipped Learning?”

Illinois Community College Assessment Fair 2015Waubonsee Community College –

Waubonsee Drive Sugar Grove, IL 60554-9454

Flipped Learning ModelSense of History

In recent years, the idea of “Flipped Learning” or the “Flipped Classroom” has taken off in higher education appealing to many stakeholders at all levels in academic practice.

Indeed, as a term or phrase, “Flipped Learning” or the “Flipped Classroom” has become common in conversation among many progressive faculty and educators in the United States.

Sense of History: Year 2000

• J. Wesley Baker presented a paper (in 2000) at the 11th International Conference on College Teaching and Learning, called The Classroom Flip.

• “Become the guide on the side” instead of the “sage on the stage.”

• Maureen Loge and colleagues published paper in The Journal of Economic Education. In this article they explored the gap between existing teaching and students’ learning styles, and the negative effect of this in the light of increasing diversity among student population. (Loge, Platt, & Treglia, 2000)

2004Jonathan Bergmann and Aaron Sams, from a small rural high school in Colorado, were concerned about their students missing too many chemistry classes. They began preparing their chemistry classes together using recorded lectures for those who missed classes.

2005:YouTube, a video-sharing website, was created in early 2005 by three former PayPal© employees, Chad Hurley, Steve Chen, and Jawed Karim.

Sense of History: 2004-2005

One day Aaron came cross an article in a technology magazine that offered software that could record a PowerPoint slideshow (including voice) that it would then convert into a video. He shared this with John and they both realized that this could solve their problem with missed classes.

In 2007, they began recording videos of their lectures and posting them on online for their students. Their students could now access their missed lessons online when they had time.

Sense of History: 2004-2007

Flipped Learning or the Flipped Classroom is used to describe a wide variety of teaching models. However, there is one thing in common among all of them:

Flipped Learning Model: Sense of History

Replace the time for class lectures with group work, discussion, labs, problem-solving and other forms of highly engaged participatory learning, which become “the norm.”

All the needed material that might have been delivered in lecture format is provided in advance to the students via reading or pre-recorded lecture videos and related web-tools.

The Flipped Learning model has received support from both governments and well know people. For example:

• Thomas Friedman • Bill Gates • Bill Nye and• The President's

Council of Advisors on Science and Technology Report

have written and talked about the approach and how it is changing education and the world in positive way ( Brunsell, and Horejsi, 2013, para 5 )

Flipped Learning Model: Sense of History

Students & Flipped Learning Model

• But what do students think of the Flipped Learning Model?

• How widespread is knowledge of the model among students?

• How many of them are even aware of its existence?

• Which topics or subjects do they think are best learned through the Flipped Learning Model?

• Given the choice, how many of them would like to take their courses using the Flipped Learning Model?

10

In This StudyWe asked 435 students from two-year and four-year colleges to answer 8 questions related to the Flipped Learning Model, probing how much they really know about the approach and its use and usefulness for learning.

In this study we will share the results and discuss the implications of the findings for students, instructors, curriculum, and academic leaders.

Sources of Data and Information

Flipped Learning Model

Review of Related

Literature

Students Surveys

Students Interviews

Methodology Distributed and Collected Surveys for the Study

2 Year (65)%) 4-Year (89%) Graduate (42%)

150

350

10080

313

42

Distributed and Collected Surveys for the Study

Distributed Surveys Completed Surveys

Out of 600 distributed surveys, 435 were completed and returned with an overall 75% rate of return.

Years in College

1st Year (23%)

2nd Year (31%)

3rd Year (30%)

4thYear (16%)

101

134

129

71

Years In College: Over All

Overall, 61% of the participants have been in

college for 2-3 years.

Full-time Part-time No Response

253

105

77

0.58 0.24 0.18

Student Status: Over All

Overall, 58% of the participants were full-

time students.

Student Status

Academic Majors

Science Major (33%)

Math Major (9%) Non-STEM Major (40%)

No response (18%)0

20

40

60

80

100

120

140

160

Academic Majors: College Level

2-Year (80) 4-Year (313) Gradate (42)

Science Major (33%)

Math Major 9%)

Non-STEM Major (40%)

No response (18%)

143

39

174

79

Academic Majors: Over All

Overall, 40% of the participants were majoring in non-STEM fields

15

Flipped Learning Approach.............................................................................................................................

"Flipped Learning" (alternatively termed the “Flipped Classroom”) is a technology-driven teaching method that flips the traditional model of classroom lecture followed by homework exercises; the lecture becomes homework and class time is for practice. Specifically, students spend class time doing practice problems in small groups, taking quizzes, explaining the concept to one another, reciting equation formulas in a loud chorus, doing hands-on labs and experiments, and making their own videos—while the teacher moves from desk to desk to help students who are having trouble or need help. In short, the promise of flipped learning approach is to replace passive learning with more active learning experiences including laboratory investigation and collaborative problem solving (Brunsell & Horejs 2013; Hoag 2013).

………………………………………………………………………………………………..................

The Statement That Was Included with the Survey to Describe the Model for the Students

Question 1: As stated above, have you ever heard of the “Flipped Learning” model?

2-Year (80) 4-Year (313) Graduate (42)

27

69

11

53

244

31

Student’s Awareness of “Flipped Learning” Model: College Level

Yes (25%) No (75%)

Yes (25%) No (75)

107

328

Student’s Awareness of “Flipped Learning” Model: Over All

Only 25% of the participants heard of or experienced Flipped

Learning.

The percentage of those who have not heard of the model, was higher at the graduate and 4

year college levels.

Question 2: What do you think of the “Flipped Learning” model as described?

I like

this l

earn

ing appro

ach (5

2%)

I don’t l

ike th

is lea

rning a

pproach

(15%)

I can’t s

ay: I

haven

’t exp

erien

ced it

yet (3

2%)

225

71

139

Student’s Thought of “Flipped Learn-ing”

2-Year 4-Year Graduate0

20

40

60

80

100

120

140

160

180

Student’s Thought of “Flipped Learning"

I like this learning approach (52%)I don’t like this learning approach (15%)I can’t say: I haven’t ex-perienced it yet (32%)

Overall, a total of 52% of the participants like

The Flipped Learning Model.

While a significant number of graduate students were not sure about the model, the majority of 2- and 4-year college students like the Flipped

Learning Model.

Question 3: As stated above, do you think “Flipped Learning” matches your learning style and problem-solving approach?

Yes (53%) No (21%) I’m not sure yet (26%)0

50

100

150

200

250

Students' Thought of “Flipped Learning” and Their Learning Style

2-Year 4-Year Graduate

40

169

2221

61

7

19

83

13

Students' Thought of “Flipped Learning” and Their Learning Style

Yes (53%) No (21%) I’m not sure yet (26%)

Overall, a total of 53% of students believed the learning model

matches their own learning style.

Question 4: Do you think that through “Flipped Learning” you can….

Learn any subject or discipline you want

to (35%)

Learn only certain topics, or subjects, but not all subjects

(36%)

Not sure yet (29 %)0

20

40

60

80

100

120

140

160

180

Through “Flipped Learning” you can….

2-Year 4-Year Graduate

31

110

13

28

112

1621

91

13

Through “Flipped Learning” you can….

Learn any subject or discipline you want to (35%)Learn only certain topics, or subjects, but not all subjects (36%)Not sure yet (29 %)

Participants equally divided between learning any subject (35%) and learning only certain subjects

(36%) using the Flipped Learning Model

Question 5: Which of the following subjects could be easily taught using the “Flipped Learning” model? (Check all that apply)

Natural

scien

ces (4

9%)

Math an

d stati

stics

(59%)

Writi

ng and sp

eech

(32%)

Socia

l scien

ces (3

2%)

Computer sc

ience

(33%)

Art an

d grap

hics (3

6%)

Litera

ture & fine a

rts (3

0%)

Business

, eco

nomics, (4

4%)0

50

100

150

200

250

300

Easily using “Flipped Learning” Model to TeachThe Participants mentioned:

• Math & statistics (59%)• Natural sciences (49%)• Business & economics (44%)

as the subjects that could easily be taught using the model and also the desirable courses to be taken through flipped learning model.

No significant differences among the other subjects which were ranked lower by the participants.

Question 6: Given the option to take courses using the “Flipped Learning” model, as described above, or to take courses as you do

today, which of the two approaches would you choose?

Flipped

learn

ing appro

ach (1

9%)

Same a

s I am

talki

ng them

right n

ow (19%)

Try flipped

learn

ing appro

ach in

a few

course

s first

(47%)

Not rea

lly su

re (15%)

0

50

100

150

200

250

Choose to take courses using or not using “Flipped Learning” model

• First start with a few courses using the model (47%)

• Take all courses using the model (19%)

• Take no courses using the model (19%)

Question 7: As stated above, do you think the “Flipped Learning” approach could work at different college levels?

2-Year 4-Year Graduate

263

240

162

6169

131

111126

142

“Flipped Learning” approach could work at

Yes (51%) No (20%)Don’t Know (29%)

Yes (51%) No (20%) Don’t Know (29%)

665

261

379

Flipped Learning” approach could work at ...

Series1

The participants thought that “Flipped Learning” • Could work at all college levels (51%).• Would not work at all college levels (20%).• Don’t know either way (29%).

Question 8: Do you think instructors and faculty who you had before would like to use the “Flipped Learning” approach in their own classrooms?

Yes (19%) Most of them Yes (34%)

No (9%) Most of them No (9%)

Not really sure 29%)

80

150

41 38

126

Faculty Students had before and might use the “Flipped Learning”

Series1

Yes (53%) No (18%) Not really sure 29%)

230

79

126

Faculty Students had before and might use the “Flipped Learning”

Series1

The participants thought of whether or not their previous faculty might use “Flipped Learning” • Would use the model (53%)• Would not use the model (18%)• Don’t know either way (29%)

24

DiscussionThe participants provided us with many reasons for their

answers.

The feedback that we got from the face-to-face in-

depth discussion with the students helped us in our

analysis of the results.

One group of students was from a

2-year college.

In order to get a sense of the results and what they really meant to students, we went back to discuss our findings

with two separate groups of the students.

One group of students was from a

4-year college.

Flipped Learning Model

Lecture-capture Technology & Web-

based Learning Resources

Internet Access for both Students and

Faculty

Faculty Who Recognize Students’

Unique Learning Styles & the Role of

Technology in Teaching & Learning

Enrolled Students

For Flipped Learning Model to Be Successful, We Need:

26

Motivation

Study h

abits

Instructi

on

Academ

ic Prep

aration

Exter

nal Fa

ctors

Attitudes

Releva

ncy0

100

200

300

400

500

600

700

800

900

1000

In a Previous StudyWe surveyed 739 students from two-year and four-year colleges in which we asked them to provide their own perspectives on why students fail college courses at the undergraduate level.

Motivation, study habits, and academic readiness are mentioned most frequently as the root cause behind student failure at the college level.

The majority of them, felt that faculty and the educational system are not motivating them enough to learn and to succeed!

When we asked students to let us know how we can help them to be motivated, they said:

Communicate with us with language we

understand, tools we can use, and

technology with which we are familiar

Engage us in the teaching and

learning processes

Motivated Students

Give us responsibilities

that lead to accountabilities

Help us develop higher expectation & then demand higher

more from us

In Another Previous StudyWe asked 190 faculty from two-year and four-year colleges to provide us with their own perspectives on why students fail college courses at the undergraduate level.

CategoriesNot Ready for College 231 38%Lack of Effort 72 12%Lack of Motivation or Interest

73 12%

Personality Issues 39 6%Life, Work, and Career Issues

53 9%

Economic Issues 17 3%

Faculty Instruction and Behavior

77 12%

Facilities, Materials, Delivery Systems

48 8%

Total 610 100%

0

50

100

150

200

250 Identified categories by all faculty

29

In One More Previous Study

All the time Most or Some of the Time

Rarely Never or No Answer

0

20

40

60

80

100

120

140

160

180

Purposely Searching for YouTube Videos

All the time Most/Some of the Time

Rarely Never/No Answer0

20

40

60

80

100

120

140

160

180

200

Often Find Related YouTube Videos

In a different study, we found that the majority of students in two-year and four-year colleges purposely searched and used, on their own, YouTube videos to help them in their Biology and/or Chemistry courses, and most of them found the videos to be helpful in a variety of ways.

This might not be surprising since YouTube is one of the most used social media sites.

But what is significant, is finding that YouTube videos are useful educational tools for many students especially in Biology and/or Chemistry, and could be even more so if intentionally integrated into the design of the course and teaching materials.

http://pjpub.org/perd/perd_149.pdf

30

Analysis and DiscussionThree-fourths (75%) of the participants have not or were not aware of the Flipped Learning Model. Yet, when they asked if they like the model, over 50% of them said yes, and only 15 % of them said no.

Yes (25%) No (75)

107

328

Student’s Awareness of “Flipped Learning”

Model: Over All

I like

this l

earn

ing appro

ach (5

2%)

I don’t l

ike th

is lea

rning a

pproach

(15%)

I can’t s

ay: I

haven

’t exp

erien

ced it

yet (3

2%)

225

71

139

Student’s Thought of “Flipped Learn-ing”

31

Analysis and Discussion: Learning Styles• This can be explained by the fact that 53% of the participants think the

model matches their own learning style and only 21% think otherwise.

• Furthermore, while 47% of the participants would like to start first by taking only a few courses through Flipped Learning Model, 19% of them are ready to jump in and take all their courses using the model.

Yes (53%) No (21%) I’m not sure yet (26%)0

50

100

150

200

250

Students' Thought of “Flipped Learning” and Their Learning Style

0

50

100

150

200

250

Choose to take courses using or not using “Flipped Learning” model

Natural

scien

ces (4

9%)

Math an

d stati

stics

(59%)

Writi

ng and sp

eech

(32%)

Socia

l scien

ces (3

2%)

Computer sc

ience

(33%)

Art an

d grap

hics (3

6%)

Litera

ture & fine a

rts (3

0%)

Business

, eco

nomics, (4

4%)0

50

100

150

200

250

300

Easily using “Flipped Learning” Model to Teach

These three subjects are the ones mentioned most often as the easily taught and the desirable courses to be taken through the Flipped Learning Model.

Analysis and Discussion The participants seem to be aware of the cognitive demand that some topics require to learn, master, and pass them with desirable grades. Most of the participants believe Flipped Learning can and should be used in both teaching and learning topics such as mathematics and statistics (59%), natural science (49%), and business and economics (44%).

Results of the Study

33

Examples of the topics students often search for them on YouTube videos to help them learn biology and chemistry concepts

Chemistry BiologyCalculation based problem solving Metabolism, especially microbial metabolismStoichiometry Enzymes and regulationOrbital structure and bonding Biomass pyramidsBiochemistry basics Global warmingRedox reactions and chemical balance

Difference between gas (natural) and gasoline (gas for the car!)

Organic chemistry in general Fluid and Electrolyte BalanceAtomic structure Statistics when working percentage growth ratesHow to think step-by-step through chemical equation

Molecular genetics

Chemical bonds Meiosis (MI and MII)Nuclear Chemistry Replication - translation - transcriptionChemistry involved with antioxidants

Membrane potentials - including channels cotransporters (symporters and antiporters), diffusion, facilitated transport, etc.

Microbial Genetics

http://pjpub.org/perd/perd_149.pdf

Flipped learning approach:• Enhances and extends existing instructional activities,

whether in face-to-face, online, or blended learning environments.

• Works especially well in subject areas “where students benefit from repeated viewing of content, such as mathematics or science.”

• The video-on-demand aspect of lecture capture “allows students to closely examine the steps of a demonstrated procedure or stop to focus on important actions in a complex process.” (TechSmith (2013, P. 2).

TechSmith (2013). The Student Demand for Lecture Capture Solutions. P. 2

Analysis and Discussion This finding supports what has already been reported in the literature by a number of studies

It takes more than technology to successfully design and effectively implement flipped learning that results in desirable outcomes.

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Analysis and Discussion

It requires faculty to redesign their course structure and class activities to provide opportunities to allow students to discuss, investigate, and discover complex concepts, and explain them to each other.

It also requires faculty to “Become the guide on the side” instead of the “sage on the stage” by walking among the students and providing them “personalized attention, sometimes giving a tip or asking a question.” (Dwortzan, 2013, ¶. 4)

http://www.bu.edu/me/2012/03/13/flipped-classroom-energizes-computational-fluid-dynamics-course/

Asst. Prof. Lorena Barba from Boston University Mechanical Engineering,

Before Class Meeting

During Class Meeting

After Class Meeting

It takes more than technology, to successfully design and effectively implement flipped learning that results in desirable outcomes. It

requires transforming the course, the class and the classroom into a “Center for Active Learning.”

Active Learning for Students and Instructors

Echo360: Center For Digital Educationhttp://clearslide.com/view/mail?iID=3H8U9Y4E2X6XDDGVV6SW

• Home• Library• Cafeteria• Park• Taking a

Walk• Bookstores• Malls • School

• Library• Labs

• Home• Library• Cafeteria• Park

Students need a learning environment where they feel safe, comfortable, and supported

Flipped classroom requires transforming the course, the class and the classroom into a “Center for Active Learning.”

• Home• Library• Cafeteria• Park• Taking a Walk• Bookstores• Malls

• School• Library• Labs

• Home• Library• Cafeteria• Park

Students need a learning environment where they feel safe, comfortable, and supported.

Applying

Understanding

Remembering

EvaluatingAnalyzingApplying

Creating

Evaluating

There is no doubt that webcast and lecture captured videos have enhanced and extended existing instructional activities in all types of learning environments and modalities including face-to-face, online, blended and competency-based learning.

Internet–Driven and Lecture Capture Technology

Making webcast and lecture captured videos takes time, energy and experience, especially since many faculty think that they are busier and their job is more difficult and time consuming today compared to 5-10 years ago.

Web Teaching and Learning Resources Are Available All Around You!

Search for, collect, catalog, and integrate relevant YouTube videos and other Web-based learning resources into class, course, and curriculum.

If we look for them, we will find them in every subject we can think of!

• HHMI: Howard Hughes Medical Institute lectures and Videos. http://www.hhmi.org/biointeractive/browse?field_bio_format_type[0]=23450&field_bio_biointeractive_topics[1]=23477. http://www.hhmi.org/biointeractive/browse?field_bio_format_type[0]=23446&field_bio_biointeractive_topics[1]=23487

• Khan Academy: Learn almost anything for free. https://www.khanacademy.org/

• Crash Course (YouTube). http://www.youtube.com/user/crashcourse

• EduDemic: The 100 Best Video Sites For Educatorshttp://www.edudemic.com/2012/08/best-video-sites-for-teachers/

• TeachThought 2012: 50 Awesome Chemistry Videos For The Busy Science Teacher. http://www.teachthought.com/learning/50-awesome-chemistry-videos-for-blended-or-flipped-classrooms/

• TeachThought 2012 : How To YouTube Your Classroomhttp://www.teachthought.com/technology/how-to-youtube-your-classroom/

• NOVA Education PBS. http://www.pbs.org/wgbh/nova/education/

• PBS Learning Media. http://www.pbslearningmedia.org/ • TED Talks Education. http://www.pbs.org/wnet/ted-talks-education/video/

• National geographic Teaching Resources. http://education.nationalgeographic.com/education/?ar_a=1

• Edublogs. https://edublogs.org/

• Top Higher Education Blogs. http://universitywebinars.org/top-higher-education-blogs/

A Few Examples of Web Teaching and Learning Resources Are Available All Around You!

Learning Materials Faculty Assigned in MOCCs CoursesThe new phenomenon of Massive Open Online Courses (MOOCs), which charge no tuition and are open to anybody with Internet access. Recently, a survey, conducted by The Chronicle, with 103 professors who have taught a MOOC . In one of the questions the faculty were asked which the following learning materials do you assign in your MOCC? The table below contains their answers.

Learning materials that are assigned by faculty in their MOCC?

Faculty Respond

1 Original Videos 97%2 Open educational resources 75%3 Others 27%4 Physical books that must be

purchased9%

5 E-books that must be purchased 5%

http://chronicle.com/article/The-Professors-Behind-the-MOOC/137905/#id=overview

Learning Materials Faculty Assigned in MOCCs Courses• Recently, a survey, conducted by The Chronicle, with 103 professors

who have taught Massive Open Online Courses (MOOCs), which charge no tuition and are open to anybody with Internet access.

• In one of the questions the faculty were asked which the following learning materials do you assign in your MOCC? The table below contains their answers.

Learning materials that are assigned by faculty in their MOCC?

Faculty Respond

1 Original Videos 97%2 Open educational resources 75%3 Others 27%4 Physical books that must be

purchased9%

5 E-books that must be purchased 5%

http://chronicle.com/article/The-Professors-Behind-the-MOOC/137905/#id=overview

Mix & MatchOnsite

Blended

Online

CBE

Processes

Applications

Concepts

What Do We Need Students To Learn?

Various modalities for teaching and learning to meet the needs of modern learners in various space and time configurations

In a variety of Teaching Strategies & Learning Settings

How Do Modern Learners Learn?

Today’s students need to be exposed to course materials in a variety of ways to address their various learning styles and daily personal behavior.

• Focused, short lectures • Reinforced with video• Participate in peer group discussions• Animation• Webcasting of lectures with content and learning materials that are

recorded and streamed over one that is not• Repetition of material • Hands-on learning• Technology-based• Flourish in learning environment

with options and fluid pathways• Challenged Activities with higher expectations

StudentThreaded Discussion

Textbook

Course Shell

Interactive Learning Activities

VideosOther Media

Blogs

YouTube

Classroom time

Students

So They Can Have Autonomy to Create Their Own Individual Learning

Strategies

We need to communicate with students with language they understand, tools they can use, and technology with which they

are familiar

http://www.alddevelopment.com/rareearth/RE/REE/index.htmlVET200_wk4_driprates.swf

We need to communicate with students with language they understand, tools they can use, and technology with which they are familiar

Students

49

What the Students Said Who Like the Model

• Personal attention (getting one-on-one and small group access and mentorship from faculty)

• Team work (ability to work with other students to collaborate and solve problems -- builds confidence)

• More fun and motivation (More active, engaging, and motivating)

• Help Students Learn• leverage learning styles• worked through complex problems• lecture capture allowed to review lecture over and over,

take notes, and to practice

The Main points from the students who like flipped classrooms:

50

What the Students Said Who Dislike the Model

• Lack of Skills

• Lack of Time

• Lack of confidence /Trust • Believe that Technology doesn't

motivate but… a good Instructor can!

51

The students thought that the instructors with the following characteristics would most likely use flipped learning model; they included those faculty who:• Are eager to adopt new technology• Like teaching• Know how to teach and communicate ideas• Have enough confidence personally or content wise• Look at teaching as a professional career• Are not comfortable with the status quo, lazy, or close to retirement• Teach disciplines that require serious effort to get good grades and to pass• Know how to provide meaningful choices for students and also firm

consequences for student active engagement• Help students to be not only aware but also how to be responsible for their

own learning• Care about students learning beyond the classroom and formal setting of

learning environment.

What the Students Said: My Previous Instructors Would Use the Model

52

What the Students Said: My Previous Instructors Would Not Use the Model

The students thought that the instructors with the following characteristics will most likely be intimidated by both technology and the flipped learning model; They included those who:• Don’t like teaching• Don't know how to teach and communicate ideas• Don’t have enough confidence personally or content wise• Look at teaching as a job and not a professional career• Are apprehensive about adopting technology• Too comfortable with the status quo, lazy, or close to

retirement• Teach disciplines that require hardly any effort to get good

grades and to pass.

53

What Is A New In Flipped Learning: Microflipping: a Modest Twist on the ‘Flipped Classroom

by Sam Buemi (2014)

Recently Buemi has asked “What if, instead, we used a partially flipped classroom—the "microflipped" classroom—that combined the best of the old and new teaching approaches? ( Buemi, 2014, ¶. 2)

“The key to microflipping is to infuse technology (where warranted) with student engagement while intermittently peppering students with content in a lecture or conversation-style format. This gives students more autonomy in the learning process but also allows them to be guided as needed.” ( Buemi, 2014, ¶. 7)

This is simply because modern learners expect and prefer on-demand and interactive learning materials. In doing so, modern students have become the driving force of the demand for colleges and universities to provide easy access to the learning materials that are dependent on space and time. In other words, they value webcasting of lectures and other pre-recorded learning materials to be on hand to use when needed.

In short, the Flipped Learning Model is here to stay!

Summary and Conclusion

• A learner-centered approach• Uses web-driven technology• A blended learning teaching approach• Exposes students to pre-recorded course content through

instructional short videos, podcasts, or other means to be prepared for active class meetings.

• Actively engages students with the same materials in and during class time by interacting with peers and faculty in synchronous discussion activities.

• Interactive during face-to-face sessions.

• Ropchan, K. and Ginelle, Stutt, G. (2013) Flipped Classroom. http://etec.ctlt.ubc.ca/510wiki/Flipped_Classroom• Williams, Jeremy (2013). The Flipped Classroom: How to Flip and not Flop (Including 10 Tips for New Players). http

://www.slideshare.net/jembwilliams/the-flipped-classroom-how-to-flip-and-not-flop-including-10-tips-for-new-players

Put simply, in higher education, Flipped Learning is:

56

Summary and Conclusion

The benefits of flipped learning include:

• More engaged, deeper learning• More labs• Cooperative learning• Students learn how to learn• More 1:1 time with instructors, building a stronger student/teacher

relationship• Produces more STEM graduates• Promotes a more creative atmosphere in the classroom• Reduced drop-out and failure rates• Increased attendance and reduced discipline problems• Videos make it easier to share information with other teachers, schools, etc.• More fun for teachers and students in the classroom• Provides instruction that is responsive to different learning style

Thank You!

Thank you for coming today.Please feel free to contact any of our presenters with thoughts and

questions.

58

Q & A?

Abour H. Cherif, Ph.DNational Associate Dean,

DeVry University

Gerald Adams, Ph.DProfessor of Geology

Columbia College Chicago

Meet Our PresentersIllinois Community College Assessment Fair 2015

F. Movahedzadeh, Ph.DCo-chair, Biology Dept.

Harold Washington College

Margaret Martyn, Ph.D. VP, Academic Affairs.Harold Washington

College

Waubonsee Community College – Waubonsee Drive Sugar Grove, IL 60554-9454

60

References

• Arfstrom, Kari (2013). Five Questions for Flipped Learning Network’s Kari Arfstrom. SMART: EDCompass Blog, February 4, 2013 – 4:08 pm. http://edcompassblog.smarttech.com/archives/10428

• Ayala, Mary Fanelli, (2013). From Flipped Classroom to Dual Enrollment: How ENMU Achieved Campus-Wide Capture in 12 Months. Tuesday, February 19, 2013 at .11:00 – 11:45 a.m. CT

• Bergmann, Jonathan and Aaron Sams (2004). The Short History of Flipped Learning. Flipped Learning Network. http://flippedlearning1.wordpress.com/history/

• Bergmann, Jonathan and Aaron Sams (2012). Flip Your Classroom: Reach Every Student in Every Class Every Day. ISTE, ASCD Publishing.

• Bergmann, Jon and Bergmann, Kaitie (2012). The Flipped Classroom: A Student’s Perspective. Carolina Biological Supply Company. This article is being cross-published and was originally a post at: www.flipped-learning.com.

• http://www.carolina.com/teacher-resources/Interactive/the-flipped-classroom-a-student-perspective/tr28309.tr?utm_source=bronto&utm_medium=email&utm_term=Read+more%E2%80%A6&utm_content=acherif%40devry.edu&utm_campaign=2013+Sept+Life+Sciences+Tips

• Buemi, Sam (2014). Microflipping: a Modest Twist on the Flipped Classroom. The Chronically of Higher Education, Tuesday, April 21, 2014. http://chronicle.com/article/Microflipping-a-Modest-Twist/145951/

• Brunsell, Eric and Horejsi, Martin (2013). A Flipped Classroom in Action. The Science Teacher, Vol. 8 No. 2, pp. 8.• CAST. (n.d.). About UDL. Wakefield, MA: Author. Retrieved from www.cast.org/udl/index.html• Cherif, A., Movahedzadeh, F., Adams, G., Martyn, M., & Dunning, J. (2014). Why Do Students Fail? Faculty

Perspectives. Paper presented at 2014 Annual Conference of the Higher Learning Commission. Hyatt Regency Hotel, Chicago Downtown, April 13, 2014. It can also be found at A Collection of Papers on Self-Study and Institutional Improvement (April 2014).

61

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• Cherif, A,. Movahedzadeh, F., Siuda, J., Martyn, M., Cannon, C, and Ayesh, S. (2013). How Often Do College Students Use YouTube Videos to Learn Biology and Chemistry Concepts? A paper presented at 57th Annual ACUBE Meeting at Indiana University and Purdue University. Indianapolis, Indiana, October 18th -19th, 2013 It was also presented at the 2013 Annual Lilly Conference on College and University Teaching at Bethesda, May 30 - June 2, 2013

• Cherif, A., Movahedzadeh, F., Adams, G., & Dunning, J. (2013). Why Do Students Fail? Students Perspectives. Higher Learning Commission: A Collection of Papers on Self-Study and Institutional Improvement (29th edition ) 2013, pp. 35-51.

• Dwortzan Mark (2012). “Flipped Classroom” Energizes Computational Fluid Dynamics Course. Boston University Mechnical Engeneering. March 13th, 2012. http://www.bu.edu/me/2012/03/13/flipped-classroom-energizes-computational-fluid-dynamics-course/

• Fluker Meryn ( 2013). Flipped classrooms put students in charge of learning. The Gazette, Published: 12 April 2013 | 5:30 am. http://thegazette.com/2013/04/12/flipped-classrooms-put-students-in-charge-of-learning/

• Herreid, Clyde Freeman, and Schiller, Nancy (2013). Case studies and Flipped Classroom. Journal of College Science Teaching, 42 (5):62-66

• Hoag, Christina (2013). Teachers flip for 'flipped learning' class model. Associated Press, 2013.• Honeycutt, Barbi, and Glova, Sarah (2014). The flipped approach to online teaching and learning. Online Seminar

• Tuesday, April 22, 2014 • 1:00 pm Central . http://www.facultyfocus.com/seminars/flipped-approach-online-teaching-learning/?campaign=FF140331#sthash.Y8t6THdY.dpuf

• Jenkins, Chelsea (2012). The Advantages and Disadvantages of the Flipped Classroom, The LectureTools Blog, Posted by Chelsea Jenkins, Aug 29, 2012.

• Kolowich Steve (2013). The Professors Who Make the MOOCs. The Chronically of Higher Education, Monday, April, 2014. http://chronicle.com/article/The-Professors-Behind-the-MOOC/137905/#id=overview.

• Lage, Maureen J., Platt, Glenn J. and Treglia, Michael (2000)). Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment, Journal of Economic Education, Winter 2000.

62

References

• MAGNA (2013). The Flipped Approach to a Learner-Centered Class. Magna Online Seminars. http://www.magnapubs.com/catalog/the-flipped-approach-to-a-learner-centered-class/?utm_source=cheetah&utm_medium=email&utm_campaign=E4%20TP%20MOS%202%2F12;

• McLeod, S. (2012, February 18). Do students need to learn lower-level factual and procedural knowledge before they can do higher-order thinking? [blog post]. Retrieved from Dangerously Irrelevant at http://dangerouslyirrelevant.org/2012/02/do-students-need-to-learn-lower-level-factual-and-procedural-knowledge-before-they-can-do-higher-order-thinking.html

• Movahedzadeh, F. (2012). Improving Student Success Through Hybrid Mode of Delivery in Nonscience Major Biology Classes. Education, 2(7), 333-339

• Movahedzadeh, M., Patwell, R., Rieker, J.,and G. Trinidad (2012). Project-Based Learning to Promote Effective Learning in Biotechnology Courses. Education Research International. Volume 2012 (2012), Article ID 536024, 8 pages. http://dx.doi.org/10.1155/2012/536024

• Platt, G. J. (2000) “Inverting the Classroom: A Gateway to Inclusive Learning Environments.” with Prof. Maureen Lage and Prof. Mike Treglia. Journal of Economic Education, Winter 2000, Vol.31, No.1.

• Platt, G. J. (2000) “The Internet and the Inverted Classroom” with Maureen J. Lage, Journal of Economic Education, Winter 2000, Vol.31, No.1.

• Sams, Aaron and Bergmann, Jonathan (2013). Flip Your Students' Learning. Educational Leadership. 70 (6): 16-20.• TechSmith (2013). The Student Demand for Lecture Capture Solutions.P. 2• Ullman, Ellen (2013). Tips to help you flip your classroom. Education Update of ASCD, Vol. 55, No. 2, pp. 1, 4-5• Westerberg, C. J. (2012). How the Flipped Classroom Is Radically Transforming Learning: How the Flipped Classroom

was Born As told by Jonathan Bergmann and Aaron Sams. The Daily Riff, April 15, 2012 11:55 AM. http://www.thedailyriff.com/articles/how-the-flipped-classroom-is-radically-transforming-learning-536.php.

• Williams, Jeremy (2013). The Flipped Classroom: How to Flip and not Flop (Including 10 Tips for New Players). Griffith Business School, Griffith University. http://www.slideshare.net/jembwilliams/the-flipped-classroom-how-to-flip-and-not-flop-including-10-tips-for-new-players

• .............. (2012). Five-Minute Film Festival: Flipped Classrooms. Edutopia. July 13, 2013. http://www.edutopia.org/blog/film-festival-flipped-classroom

63

References

Fox, Deborah Miller (2013). Engaging Students in a Habit of Gratitude. Faculty Focus Web-site; February 11, 2013. http://www.facultyfocus.com/topic/articles/teaching-and-learning/ http://www.facultyfocus.com/articles/teaching-and-learning/engaging-students-in-a-habit-of-gratitude/

Hubpages (2010). 7 Bad Study Habits A College Student Must Not Have: Bad Study Habits Can Break a College Student's Grade. http://emievil.hubpages.com/hub/7-Bad-Study-Habits-A-College-Student-Must-Not-Have.

Jackson, Robyn R. (2011). How To Motivate Reluctant Learners. ASCD Publication.

Metzger, Kelsey (2013). Starting Right: “Biophilia,” Organisms cards, & key themes in biology to introduce student-centered active-learning strategies at the beginning of a course. The American Biology Teacher, Vol75, No. 4, pp. 285-289.

Movahedzadeh, F. (2012). Improving Student Success Through Hybrid Mode of Delivery in Nonscience Major Biology Classes. Education, 2(7), 333-339

Movahedzadeh, M., Patwell, R., Rieker, J.,and G. Trinidad (2012). Project-Based Learning to Promote Effective Learning in Biotechnology Courses. Education Research International. Volume 2012 (2012), Article ID 536024, 8 pages. http://dx.doi.org/10.1155/2012/536024.

NCES (2012). Fast Facts: Graduation rates. Institute of Education Sciences. National Center for Education Statistics. The Condition of Education 2011 (NCES 2012-045), U.S. Department of Education, Indicator 45.http://nces.ed.gov/fastfacts/display.asp?id=40