Pedagogy for Evidence-Based Flipped Classroom - Part 1: Framework

This paper presents a pedagogical framework for designing a flipped classroom using an evidence-based approach supported by the use of info-communication technology tools. It firstly explains the swift rise in the flipped classroom approach, also known as inverted classroom. It put forward the main reason for adopting flipped classroom is to address the learning needs of today’s learners – the millennials. It argued that the traditional ways of lecturing is no longer compatible with the learning needs of these learners. It offers some explanations of resistance by faculty to adopt the flipped approach despite the apparent benefits it offered. Next, the paper argues for a comprehensive framework for an evidence-based to flipped classroom, using sound pedagogy and understanding based on how humans learn. It firstly shares findings from a comprehensive literature review on recent publications on flipped classroom, and report on the various issues and concerns among the teaching profession that contributed to the debate on effectiveness of flipped classroom. In particular, it point to the lack of pedagogic understanding underlying the design of flipped classroom. It then outlines the key components of a flipped classroom, and explains how the learning outcomes can be interpreted using Bloom’s taxonomy. It argues that despite the numerous publications that appeared over the years, there is a lack of systematic approach to the design and implementation of flipped classroom. What had been offered as frameworks for flipped classroom as often guidelines or principles of designing on what one should look out for and pitfalls to avoid when using a flipped classroom. Specifically, the paper put forward the following heuristics: 1. Good learning design is always grounded on evidence-based practice, incorporating Core Principles of Learning 2. Information-communication technologies are used strategically and creatively to enhance specific aspects of the learning process 3. The completed blended learning design maximizes the affordances of a range of learning modes and mediums Using these heuristics, and core principles of learning formulated by the first author, the paper then shares a model of flipped classroom which we feel is applicable for adoption in any given discipline. The paper explains the key features of the framework, focusing in detail how the core principles of learning are being applied to the design, delivery and assessment aspects of flipped classroom. In addition, the thoughtful use of info-communication technologies (ICTs) to support the core principles of learning in maximizing the learners’ learning is also explained. Lastly, the paper presents the institution’s approach to implement blended learning, which we argue, when used alongside our proposed framework, is a comprehensive approach to flipped classroom. This paper concludes with a reminder that the flipped classroom approach still warrants further investigations. It calls for continual improvement of the approach using the framework proposed.

Proceedings of the 13th International CDIO Conference in Calgary, Canada, June 18-22 2017