The “Flipped Classroom” (or Inverted Classroom) methodology is a type of blended learning, where students are introduced to educational content and material at home and then practice, effectively working through it at the physical educational environment. This is the exact opposite of the common educational practice of introducing the course at school, then assigning homework to be carried out independently by students, at home. To put it simply, according to the definition by Lage, Platt, and Treglia: “flipping the classroom means that practices that traditionally took place in-class, now occur outside of it, and vice-versa”. This educational model was firstly introduced in the US and was soon spread across the globe. It can be implemented on subjects of all educational levels, along with students of all ages. Among others, it offers improved student access to content, potential for family support, emphasis on student self-direction, as well as ongoing access to content for all students.

The first time that the ‘flipped classroom’ methodology was implemented in a Greek University was at the ‘Educational Sciences and Education in Pre-School Ages’ department.

The mentioned implementation took place during a fourth-year subject titled “Distant Learning”, lasting for 5 out of a total of 13 educational weeks that form the subject’s lifespan. For the creation of the digital class, the ‘Edmodo’ platform was utilized, where the content, structured according to the 5-week plan, was available: 7 videos recorded by the educator (lasting 50 minutes in total), 4 PowerPoint presentations, about 250 pages of educational material, 10 on-line videos, a movie, and 3 exercises. During the 5-week duration of the method, a forum was constantly on-line for students to communicate, exchange opinions and ask or answer questions. Going by the “Flipped Classroom” methodology manual, the students would independently go through the needed materials (from the ones mentioned) before the class of each week. Then, when the actual classroom took place, students would communicate, exchange opinions, speculate, and set questions regarding the educational material. 4 big scale student projects were carried out, with the participation of 21 teams of 5, followed by the respected presentations and the commenting of the teacher. Insight on the results of the methodology was given by 2 questionnaires provided and filled-in by the students (one during the 2^nd week of the project, and a 2^nd at the end of it), personal and team student journals (3 times during the project), a teacher journal, as well as the platform data analysis.

Impressive results rose, as shown below:

1. Students showed a high rate of satisfaction (86.6%) regarding the structure of the courses
2. The form and variety of the educational material was positively acclaimed by 71.4% of students
3. 4% of students mentioned that, through the “Flipped Class” method and its structure and practices, their active participation on the educational procedure was increased.

An impressive point to consider, is that, compared to previous years when the course was traditionally taught, the number of students attending was tripled!

1. To implement innovative distant educational practices on adult education.
2. Open a path towards a more digitized educational procedure while using creative tools and practices that engage the participants.

University students, students of all ages and levels

2019, pre-covid

By implementing the “Flipped Classroom” methodology in a course that until then, was taught in a conventional manner.

The students not only showed a high rate of satisfaction regarding the variety and structure of the courses delivered, but they also mentioned, at a massive rate too, that their active participation on the educational procedure was increased. On top of that, the number of students attending the course was tripled during the duration of the “flipped classroom”.

Through the project of the flipped classroom, students had to adapt to the new course methodology; they were introduced to the content at home, then practice collaboratively with it at the physical class. Students also had to put in use skills like critical thinking and analyzing of information, as they basically introduced themselves to the course. Teamwork was also encouraged through-out the project. An important value always envisaged via team collaboration, is respecting differences and diversity; a particularly important point, especially for young students.

Useful Links

upatras

teachthought.com