The traditional method of delivery in higher education is the teacher-centric approach of information dissemination. The teacher prepares and delivers a lecture, perhaps followed by a homework study task for reinforcement. Flipped learning inverts this process, so that the teacher follows the approach below:
1. Instructional materials are prepared and shared ahead of class.
2. Information-transmission teaching is done outside the classroom.
3. Focus in class is on problem-solving, application and discussion.
The overall goal is to provide more opportunities for active learning in-class. This has been an aim for educators for decades, ever since the idea that teaching should transition from a “sage on the stage” to a “guide on the side” approach to delivery was first posed.
Teachers typically adopt flipped learning by creating online video lectures or reading tasks, but the success of this approach hinges on students completing the activities ahead of class. If students don’t engage, it can disturb the plans for the in-person session and disrupt the teacher’s planned progression into higher-order learning activities around application of the pre-class knowledge.
Pitfalls of the typical approach
I previously adopted flipped learning by incorporating a series of compulsory pre-class instructional videos. Over the course of one semester, there were a few telltale signs that the flipped approach wasn’t working in my favour:
- Most students were attending class ill-equipped to get started with the activities
- It was necessary to repeat instructional content, eating up time for planned higher-order learning activities
- There was no discernible difference between those who had or hadn’t completed the flipped activities.
These observations paint a picture of resources that students either weren’t motivated to watch or weren’t engaged enough to retain the information, leaving question marks over the efficacy of this approach.
Looking at the completion data was very revealing. Across the semester, only 33 per cent of the cohort clicked to engage with the resources, and less than 10 per cent reached the conclusion of each activity.
- The pandemic taught me the benefits of flipped homework
- How to use YouTube videos in a flipped classroom system
- Show students that the flipped classroom is much more than self-directed learning
There was also no evidence that students were present and attentive throughout. They could just as easily be making lunch or having a conversation while the video simply provided background noise.
Why do students switch off?
The common fault levelled at the traditional didactic lecture approach to teaching is that passive listening or observation is not the best way to promote learning. Using a video lecture as part of a flipped learning model could simply be moving passive observation from the classroom to online.
It’s also worth considering that any learning activity designed for use outside of the classroom must compete for student attention with the external “noise” of everyday life.
Activities that challenge students with participatory, problem-based and experiential activities have been found to enhance student engagement, experience and outcomes, so finding a way to incorporate these into online learning activities seems pertinent.
How can I do flipped learning differently?
Try including interactions and problem-based decisions in flipped learning activities. One way to achieve this is with branching scenarios by H5P. This allows a series of connected videos and tasks to challenge students on the scenario, topic or technique that is to be worked on in class. Branching interactions challenge students to decide what should happen next. Alternative scenarios play out, providing demonstration and feedback on their choice, before continuing towards the conclusion.
Branching scenarios benefit from:
- Embedded problem-solving
- Alternative scenarios playing out based on student decisions
- A multimedia approach, incorporating video, audio and text-based tasks
- Incorporation of interactive moments through, for example, image hotspots and formative quizzes.
As an approach to flipped learning, branching scenarios are very versatile and could provide an interactive alternative to online reading tasks, video lectures and more.
Recognising the benefits
The impact of switching to branching scenarios was immediately clear in my teaching. The following benefits were easily recognisable in class:
- Easy to identify those who had completed the task by their greater competency
- Those who had completed the task were able to guide those who hadn’t
- Quicker transition into higher-order learning tasks without repetition of instruction.
The difference in student engagement was also clear. On average, 85 per cent of the cohort accessed each resource, with 58 per cent completing them in full. Additionally, the students reported a preference for the updated approach, mentioning:
- Enhanced preparation, prior knowledge
- Enhanced knowledge and understanding in class
- A desire for more of these types of resource on other modules.
Integrating problem-solving is the key
Unlike watching a video, decision-making and problem-solving are integral to the completion of a branching scenario task, and the avenue for passive listening is removed. Perhaps students are also more likely to reach the conclusion because the interactions enable resources to cut through the external noise of everyday life.
Teachers don’t need to use branching scenarios specifically, but creating resources that incorporate problem-solving challenges – integral to reaching completion of the activity – will allow them to improve the efficacy of the flipped approach.
John Warren is a teacher in exercise physiology at Loughborough University.
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