This week for the project proposal and plan, there was a strong focus on research to either support or contradict the topic statement that flipped classrooms have a future in tertiary education.
Firstly, the term ‘flipped classroom’ needed to be define to understand the scope of the project, and then its’ validity for future use. When using research tools such as SAGE, the CSU Library and Google Scholar, keywords were used such as ‘flipped classroom‘, ‘teaching online‘, ‘online education‘, ‘learning tools‘, ‘remote learning‘, ‘university‘ AND ‘technology‘, ‘distance education‘, and ‘university teaching methods‘.
The following research was found to support:
(1)
Findlay-Thompson, Sandi and Mombourquette, Peter, Evaluation of a Flipped Classroom in an Undergraduate Business Course (2014). Business Education & Accreditation, v. 6 (1) p. 63-71, 2014. Available at SSRN: https://ssrn.com/abstract=2331035.
Research Review: Whilst student reviews of this teaching approach and use of technology were mixed, the academic results from the study demonstrated there was very little disruption to the way in which students were learning and achieving academic outcomes. Supporting that there was no advantages that on-campus traditional teaching approaches provided that could not be provided by ‘remote education’.
(2)
Roehl, Amy, Shweta Linga Reddy, and Gayla Jett Shannon. “The flipped classroom: An opportunity to engage millennial students through active learning strategies.” Journal of Family & Consumer Sciences 105.2 (2013): 44-49.
Research Review: Supports the dramatic impact that technology can have on a learning environment but providing increased accessibility. Expresses the inherit need for tertiary education facilities to keep up their teaching practices with the millennial generation – providing tools and techniques that are familiar, have high learnability and easily accessible anywhere at any time.
(3)
Milman, N. B. (2012). The flipped classroom strategy: What is it and how can it best be used?. Distance learning, 9(3), 85.
Research Review: This study supports the use of technology to allow students to engage with their peers, other professionals in their industry, and other university staff, earlier than traditional scheduled lectures to thoroughly learn topics rather than only using the technology only as a platform to deliver the semester curriculum. Milman expressed the importance of having an adequate strategy and change management plan ready for allowing this change to be seamless integrated into universities.
The following research was found to contradict:
(1)
Aydın, B., & Demirer, V. (2016). Flipping the drawbacks of flipped classroom: effective tools and reccomendations. Journal of Educational and Instructional Studies In The World, 6(1), 33-40.
Research Review: Identified that there are “different strokes for different folks” and that this change would not be welcomes by all university attendees.
This both supports and contradicts the flipped classroom approach. Whilst many are in favour of the remote learning environment, education providers state that there is a certain level of skill and capability required to complete certain activities within coursework that would require a high-level of skill to apply the knowledge and problem solving carried out under the guidance of a lecturer – that which could only be provided by in-person interactions – where technology in these scenarios would diminish the learning experience.
Whilst it is important to understand the project proposal, it is just as beneficial to understand the argument that stand against your topic. It is in acknowledging those contradictions, readers are able to truly support a proposal being beneficial despite the pitfalls.