Answer to "What is the role of the student during the flipped classroom teaching method?"

 

Essentially the flipped classroom environment requires that the student moves from an extrinsic (enforced upon) motivation for learning to an intrinsic (within themselves) drive to know and understand. The roles of the learner, as with those of the teacher, differ according to the task at hand, for example:

  • The pre-class period, students as self-regulated learner: The role of the students is to undertake pre-class learning and preparation thus actively engaging in self-regulated learning.

  • The in-class period, students as collaborative learner: Here, students’ role is to actively share the material they learn from pre-class preparation. As such their role is to strengthen the instructor-student interaction by bringing their knowledge to life actively through discussions and engagement with in-class activities.

  • The post-class period, students as feedback provider: Here, one key role of the students is to provide feedback to their educators about their learning experiences to enable their educators to adjust the curriculum for both teaching and learning practices. Further, this feedback can be used for self-reflection purposes to enable students to adjust their own learning practices.

Further reading

Abeysekera, L. and Dawson, P. (2015) ‘Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research’, Higher Education Research & Development, 34(1), pp. 1–14. https://doi.org/10.1080/07294360.2014.934336.

Bergmann, J. and Sams, A. (2012) Flip Your Classroom: Reach Every Student in Every Class Every Day. USA: International Society for Technology in Education.

Crampton, L. (2013) The Flipped Classroom for Improved Learning: Pros and Cons, Owlcation. Available at: https://owlcation.com/academia/Learning-via-the-Internet-The-Flipped-Classroom-and-Education (Accessed: 12 March 2019).

Flipped Learning Network (FLN) (2014) ‘The Four Pillars of F-L-I-PTM’. Available at: https://flippedlearning.org/wp-content/uploads/2016/07/FLIP_handout_FNL_Web.pdf (Accessed: 3 December 2019).

Hamdan, N., McKnight, P., McKnight, K. and Arfstrom, K. M. (2013) A review of flipped learning. Flipped Learning Network/Pearson/George Mason University. Available at: https://flippedlearning.org/wp-content/uploads/2016/07/LitReview_FlippedLearning.pdf.

Higher Education Academy (2017) Flipped learning, AdvanceHE. Available at: https://www.heacademy.ac.uk/knowledge-hub/flipped-learning-0  (Accessed: 12 March 2019).

Khanova, J., Roth, M. T., Rodgers, J. E. and McLaughlin, J. E. (2015) ‘Student experiences across multiple flipped courses in a single curriculum.’, Medical Education, 49(10), pp. 1038–1048. https://doi.org/10.1111/medu.12807

Moffett, J. (2015) ‘Twelve tips for “flipping” the classroom’, Medical Teacher, 37(4), pp. 331–336. https://doi.org/10.3109/0142159X.2014.943710.

Strayer, J. F. (2012) ‘How learning in an inverted classroom influences cooperation, innovation and task orientation’, Learning Environments Research, 15(2), pp. 171–193. https://doi.org/10.1007/s10984-012-9108-4.

Yarbro, J., Arfstrom, K. M., McKnight, K. and McKnight, P. (2014) Extension of a review of flipped learning. Flipped Learning Network/Pearson/George Mason University. Available at: https://flippedlearning.org/wp-content/uploads/2016/07/Extension-of-FLipped-Learning-LIt-Review-June-2014.pdf  (Accessed: 3 July 2019).

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