The use of flipped learning

The use of flipped learning

Introduction

Flipped classroom teaching has turned out to be a significant trend in recent years in the education sector, though there remain substantial challenges while persuading some teachers to adopt the method. The increasing approach referred to as flipped learning has increased the attention of policymakers and educators, especially in the university of Hong Kong, to implement flipped classroom teaching enthusiastically, and they have encouraged the method to be used.

However, He et al. (2016) argued that the essence of using flipped learning is purposely for stage learning on new materials before the start of class and freeing up the time in class for more practice, explanation, and production use of knowledge. In my opinion, I do agree with He et al. (2016) argument, but the flipped classroom gives a way of altering the traditional pattern of teaching and learning. Again, with faculty posting their class lecture materials online for students to read so that they may use class time for problem-solving, hand-on application and assessment are much more precise.

According to He et al. (2016), the flipped classroom is an instructional model for which the learners are exposed initially to learning information from outside by use of instructor videos given by their lecturers before classes begin. It helps the students to make use of their time for active learning, including solving various kinds of problems like laboratory experiments, group work, production creation. The University of Hong Kong stated that, during the flipping mode, learners could meet a topic online for their first time through the informative and short videos which cannot be the case via attending a lecture face-to-face. Here, the lecture instructional model and traditional instructor in flipped classes are the two major phases that are flipped for the presentation of original learning content before the class starts is completed, which is good.

Also, Badivani (2015) argues that the most prominent problems of flipped learning are the need for learners to have accessibility to the internet and computer to have a view on handouts and lectures, which is good. It indeed is, in particular, challenging for students in districts of low income, having limited to resource accessibility. Again, flipped learning would accentuate the existing gap on wealth like in the university of Hong Kong that is between students and provides various benefits to other institutions.

Additionally, in the article by Badivani (2015), it is true that in case the students do not accept the flipped learning method like it has been initiated in the University of Hong Kong and does not complete the reading before class, teachers will find it hard to meet course targets. Moreover, with the implementation of flipped learning, there is an additional workload for the teachers since there are numerous elements that should be integrated wisely to permit the flourishing of the class.

Again, if each teacher began flipping their classrooms like the University of Hong Kong, students will be required to have hours on the computer every week while watching lectures. There is definitely no assurance that students can watch a lecture online at home and then come to class while fully prepared. According to the argument by Badivani (2015), it is right to say that the success in flipped learning is a dependant on how a student participates.

Mostly, whether flipped learning is more positive or not, it is vital to note that it does not teach to the test, according to Badivani (2015), of which to some extent, seems to be correct. Also, flipped learning that accepts optional attendance policy can be termed as not sincerely flipped. There is a need for the University of Hong Kong to also integrate both in class and pre-class study activities in the learning model.

References

Badiyani, A.T. (2015). Flipped classroom new approach to learning. In Thakur, G. R. (Ed.)           Recent trends in ICT education. Solapur, India: Laxmi Book Publication (pp.18-34).

He, W., Holton, A., Farkas, G., & Warschauer, M. (2016). The effects of flipped instruction on    out-of-class study time, exam performance, and student perceptions. Learning and      Instruction, 45, 61-71.