Jessica Peacock from Merrimack College and Kathryn Lewis from American International College presented on “Active Learning through the Flipped Classroom: Success, Failure, or Both” as part of the Lilly 2021 Conference online. The presenters defined flipped learning as students doing work prior to class in an individual space, focusing on understanding and remembering of the content. In the group space, students apply, evaluate, create… synthesize. With flipped learning, Lewis mentioned that the learning is much more “active through different activities through application of the content… it is active, practical, innovative.” Lewis and Peacock presented a graphic with blocks for the individual space and group space (in-class) for their flipped learning environment and compared it to their traditional learning spaces. I like how Peacock uses note taking as pre-class work while they watch recorded videos. In the traditional learning model, students used the same note-taking template while in-class attending a lecture. Lewis also described a flipped and a traditional learning section but did not require note-taking completion. They did not observe differences in pre/post surveys in both sections. They then used the SALG survey to elucidate themes of what students thought helped them learn. In the course Lewis taught, they described a mid-point “mutiny” and they wanted the traditional model. Student responses and views of the flipped learning model were very different from those in Peacock’s sections. Students thought the flipped learning model prevented them from learning the content. They struggled with the time needed to complete the pre-class work. The presenters pondered about why they think they saw differences between courses. The level of the course and expectations was likely a factor according to the presenters. The connection of the course content to the major of the students was also likely a factor that accounts for the differences in student responses, according to the presenters. The level of the course may have generated different perceptions of the workload and where the pre-class work should take place. The type of the pre-class work was also very different between courses: Peacock required the use of note templates while Lewis requested video watching before attending the class session. The presenters suggested “provide structure for note-taking in individual space.” Also, connecting the online and in-class work is critical. Peacock explained the importance of accountability on the work completed individually before the class. Requiring students to ask questions was also mentioned. I use note templates for one course and want to expand and improve. Toward the end, the presenters explained potential barriers for effective use of the flipped model, including course pre/time, and technology use. Technology gaps for some learners were mentioned. I have been learning about the blended course design and see several uses of the flipped model. I was also just working on the SALG survey for the summer program this morning, and now I’m curious about which questions they used for their study. One of the key takeaways I was left with was the use of structures such note-taking templates is very important. I am hoping to use scaffolded notes in BIT 295 and, after watching this session, will likely edit the due date to be before the in-person section.
