About this paper

Appears in:
Pages: 1174-1179
Publication year: 2014
ISBN: 978-84-616-8412-0
ISSN: 2340-1079

Conference name: 8th International Technology, Education and Development Conference
Dates: 10-12 March, 2014
Location: Valencia, Spain

ANALYSIS OF FLIP CLASSROOM MODEL FOR STUDENT-LEARNING

P. Pathak

National College of Ireland (IRELAND)
The challenge today is to create an educational environment in which a learner can learn optimally. Today technology is being integrated but perhaps not in the most optimal way that can support student-learning [1]. Prior to advent of learning technologies the mainstay of learning was the textbooks (including other paper resources) and the traditional lectures. Learning technologies has given rise to a new pedagogical strategy called Flip-classroom. Flip-classroom model is a pedagogy that involves utilising video content and quizzes/exercises to replace the lecture and utilisation of class time to solve problems, individually or in group with teachers guidance. This methodology increases the one-to-one interaction time with the students. Evidence suggests that for certain subject matter the Flip-classroom has resulted in more engagement and better results [2]. This paper critically analyses the Flip-classroom methodology in light of current and existing learning theories and published research literature. Based on this analysis it proposes a theoretical model that may help educators understand the challenges and solve them appropriately. One of the challenge the flip-classroom method faces is the integration and ability to deliver on the skills required today. The paper has recommendations for Flip classroom creators that can serve as a methodology for creating flip classroom to achieve the 21st century skills like creativity, problem-solving, critical thinking, communication and collaboration.

References:
[1] Dunlosky J., Rawson K. A., Marsh E. J., Nathan M. J., and Willingham D. T. (2013). Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology. Psychological Science in the Public Interest 14(1) 4–58
[2]. Gregory S. Mason, Teodora Rutar Shuman, and Kathleen E. Cook (2013). IEEE Transaction On Education, Vol. 56, No. 4, Nov 2013
@InProceedings{PATHAK2014ANA,
author = {Pathak, P.},
title = {ANALYSIS OF FLIP CLASSROOM MODEL FOR STUDENT-LEARNING},
series = {8th International Technology, Education and Development Conference},
booktitle = {INTED2014 Proceedings},
isbn = {978-84-616-8412-0},
issn = {2340-1079},
publisher = {IATED},
location = {Valencia, Spain},
month = {10-12 March, 2014},
year = {2014},
pages = {1174-1179}}
TY - CONF
AU - P. Pathak
TI - ANALYSIS OF FLIP CLASSROOM MODEL FOR STUDENT-LEARNING
SN - 978-84-616-8412-0/2340-1079
PY - 2014
Y1 - 10-12 March, 2014
CI - Valencia, Spain
JO - 8th International Technology, Education and Development Conference
JA - INTED2014 Proceedings
SP - 1174
EP - 1179
ER -
P. Pathak (2014) ANALYSIS OF FLIP CLASSROOM MODEL FOR STUDENT-LEARNING, INTED2014 Proceedings, pp. 1174-1179.
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