Abstract:

Flipped learning (FL) can be considered as a well-established pedagogic and teaching approach in K12 and in higher education [1]; on the contrary, little research has yet been carried out to analyze the implementation of FL in adult education and, specifically, in working environments [2]. Adult learning has now well-identified characteristics [3]: it differs from younger students’ learning for multiple determinants and it can be argued that traditional teaching methods hardly meet adults’ needs and demands [4]. Likewise, also distance learning has many critical issues when it involves adult learners. FL seems to be a suitable strategy as "it has the potential to map adult education to the distinct needs of the adult learner" [5]. Many examples of its application can be found in several blogs, where training experiences – implicitly or explicitly ascribable to the FL approach – have been reported.

In the course named "Methodology of the pedagogical research", within the Bachelor’s Degree in Organizational Training at the University of Verona – Italy [6] an inquiry-based experience has been implemented to gain awareness of adult learning and strategies that facilitate it, with a specific reference to FL. As authentic task, 95 students were asked to identify in literature positive and negative aspects concerning the FL approach in adult education to answer the following question: “Does the adoption of the FL approach in a training course for adult subjects facilitate a meaningful learning?"

The analysis of the documents elaborated by students was carried out by adopting a phenomenological posture that allowed the researcher to identify significant units, labels and categories by exercising the principle of fidelity [7]. Data analysis stresses the presence of elements that strongly match adult learners' needs and characteristics in each pillar of the conceptual structure of the FL [8]. At the same time, complex and critical issues arisen from the texts highlight the need for further investigation concerning the subject of study.

References:
[1] Flipped Learning Network (no date), Research, Reports, & Studies, retrieved from http://flippedlearning.org/research-reports-studies/
[2] Allison Nederveld Zane L. Berge (2015), Flipped learning in the workplace, Journal of Workplace Learning, Vol. 27 Iss 2 pp. 162 – 172.
[3] Knowles M., Holton E.F., Swanson R.A. (2007), The adult learner, San Francisco: Berrett-Koehler Publishers.
[4] Lee J. (2014), Use the flipped classroom methodology in adult education, retrieved from https://www.academia.edu/9945521/Use_of_Flipped_Classroom_Methodology_in_Adult_Education
[5] Zadov A. (2016), Flipping the classroom in adult education, retrieved from http://projectiflip.eu/wp-content/uploads/2016/11/iFLIP_IO1_Conceptual-framework.pdf
[6] Bevilacqua A. (2017), Flipped learning to gain methodological research skills in an undergraduated course: an Italian pilot experience, EDULEARN 2017 Proceedings, p. 3112-3119. ISBN: 978-84-697-3777-4.
[7] Mortari L. (2007), Cultura della ricerca e pedagogia, Carocci, Roma.
[8] Flipped Learning Network (2014) The Four Pillars of F-L-I-P™, retrieved from http://flippedlearning.org/wp-content/uploads/2016/07/FLIP_handout_FNL_Web.pdf

Keywords:

Flipped learning, adult education, workplace learning.