McLaughlin et al (2014), in their article ‘The Flipped Classroom: A Course Redesign to Foster Learning and Engagement in a Health Professions School’, present an innovative and meaningful way to learn through the use of technological resources as another contribution to the rapid development of the globalised world where the relationship between space-time plays essential role for students these days. The flipped classroom approach is as McLaughlin et tal (2014) define "the content which is offloaded for students to learn on their own, and class time is dedicated to engaging students in student-centered learning activities, like problem-based learning and inquiry-oriented strategies". This method centers all the attention to the student learning and their commitment for them to develop their critical thinking, complex reasoning and writing communication skills thought, it demands extra work carried out by the instructors and also a strong effort made by the faculty in order to supply all the resources needed.
The Flipped Classroom method keeps the student in a more active and dynamic learning environment than the monotonous traditional method that takes place entirely in the classroom and too it is shown as a flexible one as it allows the student to do a series of activities, either to deepen in knowledge or overcome some difficulties, thus promoting critical thinking and autonomous learning.
The redesign a course to adapt it to the flipped classroom method requires careful and detailed study and analysis of experts in curriculum design, pedagogy and didactics, ICT and expertise of the specific area of knowledge to be taught. This group of experts has to develop a program aligned with the following aspects: first, that allows students to improve their critical thinking, problem solving and teamwork. Second, keep learners in an active learning behavior during the complete development of the unit of study. And third, that the student becomes more responsible, more independent and motivated to use the technological tools in a creative and proper way.
Although some of the features of the flipped classroom method is to aim that students are more independent in their learning process and also to reinvent the traditional approach in the classroom; the teacher's role becomes a more investigative, that much of the information which is delivered to students should be related to the most recent findings and advancements in the area of knowledge and too the reviewing of its backgrounds. The instructor has to be more creative in the dynamic use of technological resources to maintain the thread of the activities as planned and also the teacher to be an active member in process by the exchanging of messages through permanent communication channels that does not give rise to passive moments, instead allowing ideas and thoughts to flow in order to build new knowledge; that is the reason why the active involvement of the teacher can covert the flipped classroom in a meaningful learning process.
On the other hand the students are to be found as the other active members. The success of a student learning through the flipped classroom method would be based on the following aspects: first, the student must know how does it work? What is the purpose of it? And which are the resources used for its development? Second, the student should totally engage in the compliance of the development of the planned and suggested activities. Third, the student has to build knowledge from the discussions, essays, presentations and group work to improve the level of critical thinking. And fourth, to verify and consolidate what the students have learned some tests are applied to them throughout of the course.
With respect to the use of technological tools and considering that communications technologies every day present meaningful and better advancements in the development of new technologies, the data flow and the overused the internet sometimes causes limitation at the time of navigating on the web, especially multimedia interactive software and websites loaded with too much information. The flipped classroom might have some shortcomings in relation to student access to audio and video posted on the website (prerecorded lectures) for the playback or download, because generally the size of these types of files is heavy and when there is not an optimal Internet connection is difficult to watch them online. This is a constraint that was not taken into account in the study and it would be a real fact that delays the activities of students. It would be interesting to consider the uploading of the files in different parts and thus facilitating the access to them in smaller sizes.
McLaughlin et tal (2014), article presented a great deal in the reinvention of the traditional classroom to convert it into the flipped one. The involvement of the members of the process as active contributors foster a meaningful learning process which aims to promote critical thinking, complex resolution of problems and the improvement the writing skills. The use of technological resources plays an essential role because it is aligned to the new tendencies and look for expanding the school delivering simultaneously in different places of the world, however its limits people who have no access to internet connection. Finally the application of this study can be a good option to start working in it due to it brings several benefits to the students.
Title: Reshaping my classroom!
References
McLaughlin, J. E., Roth, M. T., Glatt, D. M., Gharkholonarehe, N., Davidson, C. A., Griffin, L. M., ... & Mumper, R. J. (2014). The flipped classroom: a course redesign to foster learning and engagement in a health professions school. Academic Medicine, 89(2), 236-243.
The Flipped Classroom method keeps the student in a more active and dynamic learning environment than the monotonous traditional method that takes place entirely in the classroom and too it is shown as a flexible one as it allows the student to do a series of activities, either to deepen in knowledge or overcome some difficulties, thus promoting critical thinking and autonomous learning.
The redesign a course to adapt it to the flipped classroom method requires careful and detailed study and analysis of experts in curriculum design, pedagogy and didactics, ICT and expertise of the specific area of knowledge to be taught. This group of experts has to develop a program aligned with the following aspects: first, that allows students to improve their critical thinking, problem solving and teamwork. Second, keep learners in an active learning behavior during the complete development of the unit of study. And third, that the student becomes more responsible, more independent and motivated to use the technological tools in a creative and proper way.
Although some of the features of the flipped classroom method is to aim that students are more independent in their learning process and also to reinvent the traditional approach in the classroom; the teacher's role becomes a more investigative, that much of the information which is delivered to students should be related to the most recent findings and advancements in the area of knowledge and too the reviewing of its backgrounds. The instructor has to be more creative in the dynamic use of technological resources to maintain the thread of the activities as planned and also the teacher to be an active member in process by the exchanging of messages through permanent communication channels that does not give rise to passive moments, instead allowing ideas and thoughts to flow in order to build new knowledge; that is the reason why the active involvement of the teacher can covert the flipped classroom in a meaningful learning process.
On the other hand the students are to be found as the other active members. The success of a student learning through the flipped classroom method would be based on the following aspects: first, the student must know how does it work? What is the purpose of it? And which are the resources used for its development? Second, the student should totally engage in the compliance of the development of the planned and suggested activities. Third, the student has to build knowledge from the discussions, essays, presentations and group work to improve the level of critical thinking. And fourth, to verify and consolidate what the students have learned some tests are applied to them throughout of the course.
With respect to the use of technological tools and considering that communications technologies every day present meaningful and better advancements in the development of new technologies, the data flow and the overused the internet sometimes causes limitation at the time of navigating on the web, especially multimedia interactive software and websites loaded with too much information. The flipped classroom might have some shortcomings in relation to student access to audio and video posted on the website (prerecorded lectures) for the playback or download, because generally the size of these types of files is heavy and when there is not an optimal Internet connection is difficult to watch them online. This is a constraint that was not taken into account in the study and it would be a real fact that delays the activities of students. It would be interesting to consider the uploading of the files in different parts and thus facilitating the access to them in smaller sizes.
McLaughlin et tal (2014), article presented a great deal in the reinvention of the traditional classroom to convert it into the flipped one. The involvement of the members of the process as active contributors foster a meaningful learning process which aims to promote critical thinking, complex resolution of problems and the improvement the writing skills. The use of technological resources plays an essential role because it is aligned to the new tendencies and look for expanding the school delivering simultaneously in different places of the world, however its limits people who have no access to internet connection. Finally the application of this study can be a good option to start working in it due to it brings several benefits to the students.
Title: Reshaping my classroom!
References
McLaughlin, J. E., Roth, M. T., Glatt, D. M., Gharkholonarehe, N., Davidson, C. A., Griffin, L. M., ... & Mumper, R. J. (2014). The flipped classroom: a course redesign to foster learning and engagement in a health professions school. Academic Medicine, 89(2), 236-243.