flipping the classroom through blended learning

Flipping the Classroom through

Blended Learning

byKelly R. Elander, Ph.D.

Integrating teacher-centered (objectivist) & learner-centered (constructivist) approaches

Is Portland weird or what?

Who you are?• You teach at the college or university level?

• You help instructors who teach or create courses & interactions?

• You manage or maintain the LMS/CMS for

a college or university?

• You create interactions or features for an LMS/CMS?

• You create or manage integrations between your LMS/CMS & other dBs or websites?

• You manage or support the IT & dB functions at a college or university?

Flipping the Classroom through

Blended Learning

byKelly R. Elander, Ph.D.

Integrating teacher-centered (objectivist) & learner-centered (constructivist) approaches

Teacher–Centered

Learner–Centered

John Locke, Skinner, Bandura

Jean Rousseau, Piaget,

John Dewey, Vygotsky

Traditional Paradigm

New Paradigm (Jonassen, 1991)

Objectivist Constructivist

Instructivist Student-Centered/Experiential

Positivist Subjectivist

Two Philosophies –Two Approaches

Researcher and educator Dr. Johannes Cronje (2006) questioned the view of objectivism & constructivism (in learning) as opposites on a continuum or that the “constructivist-only” approach is always best. Cronje chose to see the approaches in an orthogonal relationship (i.e., axes at 90 degree angles to one another) forming a matrix.

Cronjé’s model (2000, 2006) of the new relationship may potentially illustrate all the types of instructional courses that could be formed when integrating objectivist and constructivist approaches.

Cronje’s Model

Cronjé’s Matrix

4 Quadrants for Integrating the Approaches

Cronje’s (2006) new perspective on the relationship between objectivist & constructivist approaches in instruction could potentially transform current theory and address the concerns & experience of practitioners.

A few researchers have started identifying models, and frameworks to guide the integration of these two approaches to capitalize on the strengths of each (Antle & Wise, 2013; Charles, 2014; Cronjé, 2000, 2006; Tangworakitthaworn, Gilbert, & Wills, 2011; Yanchar, South, Williams, & Wilson, 2008).

Integrating the Approaches

To combine teacher- & learner-centered

approaches, consider–

5 crucial dimensions in any learning.

Pre-existing & emerging information (foundational & central concepts)

Learner engagement with learning & information

Learner processing of new information

Learner application of new information

Expert thinking (problem-solving) use of the information

Combining Approaches

Five Key Components in

Instruction

1. Pre-existing & emerging information. (foundational & central concepts)

2. Learner engagement with learning & information

3. Learner processing of new information

4. Learner application of new information

5. Expert thinking related to the topic

Components Reordered in Internet

Communication (ComM254)


1. Pre-existing and emerging information. (foundational & central concepts)

3. Learner processing of the information


4. Learner application of the information

Hybrid Approach Used in ComM254

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Starting with Motivation & Engagement

–


Keller’s ARCS ModelAttention

Relevance

Confidence

Satisfaction

Teacher-& Learner-centered Combined

.


Communication (ComM 254)


1. Pre-existing and emerging information.(foundational & central concepts)




Blended Internet Communication (ComM 254)

2. Pre-course online survey - learners select the topics most relevant to their future career

1. Pre-established starter topics (in critical thinking & online research), then there is a research component (provided links, videos, PPTs, materials, lecture) in each topic.

3. Each topic has a discussion component (w/a partner, team, and/or the class) for learners to process information.

5. Teacher facilitates a discussion, prompting critical thinking related to the topic.

4. Learners create a project deliverable summarizing topic information.

This first element was handled by sending students a link to an online, pre-course survey to select topics for the ComM254 Internet Communication course.


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Teacher-& Learner-centered combined

The teacher selects a couple of foundational topics to set the stage for future learner-centered topics in the course.

Online Research Critical Thinking


LMS Used in ComM254

The LMS isn’t as important as the kinds of learning experiences and interactions we want to create.

The typical topic will have the final assignment instructions & an explanation of the suggested method(s) to tackle the topic.


There is a three part approach & rubric for each topic. The details of the approach may differ from topic-to-topic.



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After establishing the final assignment & suggested methods, readings, articles, websites, videos, tools, & other materials are provided to start the learner’s research.


Student-centered Learning Environments (Land & Hannafin)

Constructivist Learning Environments (Jonassen)

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The discussion component may take many forms.

• Live class discussion • Discussions in smaller groups • A class activity to collect & organize ideas, such as a mind map or generating lists.

• Online forums


Some topics may have two or more discussion sessions – one to process research findings and then another to further analyze and classify information learned.

The teacher often facilitates these discussions and tries to stir critical thinking and questions. Techniques include• Socratic questions• Requests for further explanation• Q & A following a student presentation.


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Hybrid Approach Used in ComM254The final assignment is a project or presentation designed to permit learners to show their understanding of the topic.

Efforts to flip the classroom can involve instructors choosing their role anywhere on a spectrum from total direction to no direction. Additionally , the flipped classroom can be done offline as well as online & anywhere in between.

Flipped classroom can also employ.• Game-based learning• Project-based learning• Collaborative problem-solving• Simulations• Cognitive Apprenticeship

Other Flipped Approaches

Any Questions?

References

Antle, A.N., & Wise, A.F. (2013) Getting down to details: Using theories of cognition and learning to inform tangible user interface design. Interacting with Computers, 25(2), 1-20. doi:10.1093/iwc/iws007

Charles, J.M. (2014) Constructivism, direct instruction, and the Free-energy Optimization Principle: Cognitive perspectives on learning. Canadian Journal for New Scholars in Education, 5(2), 31-38.

Cronjé, J. C. (2006). Paradigms regained: Toward integrating objectivism and constructivism in instructional design and learning sciences. Educational Technology, Research and Development, 54(4), 387-416. doi:10.1007/s11423-006-9605-1

Jonassen, D. H. (1991). Objectivism vs. constructivism: Do we need a new paradigm? Educational Technology Research and Development, 39(3), 5-14. doi: 10.1007/BF02296434

Tangworakitthaworn, P., Gilbert, L., & Wills, G. (2011, November). Towards a Matching Strategy of Constructivism and Instructionism. Paper submitted to the 19th International Conference on Computers in Education, Chiang Mai, Thailand. Retrieved from http://eprints.ecs.soton.ac.uk/22598/

References

Tangworakitthaworn, P., Gilbert, L.,& Wills, G. (2012, June). An Equivalent Architecture of Learner's and Instructor's Knowledge through the Matching of Intended Learning Outcome. Paper submitted to the 5th World Summit on the Knowledge Society, Rome, Italy. Retrieved from http://eprints.soton.ac.uk/273230

Yanchar, S. C., South, J. B., Williams, D. D., & Wilson, B. G. (2008). How do instructional designers use theory? A qualitative-developmental study of the integration of theory and technology. In M. R. Simonson (Ed.), Proceedings of selected research and development presentations (pp. 331-337). Washington DC: Association for Educational Communications and Technology.

Any Questions?

Cronjé’s Matrix (2000, 2006) Results Viewed Side by Side

Pilot Results Main Study Results

flipping the classroom through blended learning

Education

teacher learner

expert thinking

learnersto process information

foundational central

hybrid approach

comm254the teacher

foundational central

motivation engagement