Mobile Devices and the Flipped Classroom Model

Posted: December 28, 2011 in differentiatedinstruction, edushifts, infographics, mobilelearning
Tags: ,

Throughout this blog, we have always looked at the application of mobile devices Iphone & Pencilin learning. I, for one, have always had the belief that mobile devices can be used to help student achieve in their learning because of the flexibility and access to content and collaboration tools that mobile devices allow. I have always discussed the flexibility of digital devices as it related to both the consumption and production of content by both teachers and students. Never had I, until now, considered the flexibility of using mobile devices within various learning models beyond discussions of applications in both online and face-to-face learning environments. In the post, we will consider the use of mobile devices within the Flipped Classroom method.

As I myself am currently learning about and thinking about the concept of the Flipped Classroom, it would be prudent to look elsewhere for a more definitive definition of the Flipped Classroom.  This link will take you to an infographic on the subject and this link will take you to a more detailed description.  For the purposes of this blog post, a simple description will do so simply put, a flipped classroom is a classroom where the instructional time and student activity time are reversed. In a typical classroom delivery model, the teacher delivers a lesson or instruction together with the students in their class and provides activities for students to practice their new skills after the lesson and/or for homework. In the Flipped Classroom model, the sequence is flipped. Teachers record their lesson or lecture and post their recording online for students to access for homework. As the student works through a video in their own time and in their own space, they can pause to think about what the teacher discussed, to take notes, or can replay a section they did not understand. Also, as the instruction is recorded, students can go back anytime and replay video if they are I need of review. Then, class time is dedicated for students to practice their newly acquired skills with classmates and in the presence of their teacher who can observe their understanding or be available to answer questions or address difficulties. The idea here is to free the teacher to spend more time working directly with students.

In essence, the Flipped Classroom is a model inspired by, and made possible by, technology.  It is one where technology helps to facilitate the instruction in order to free up time for student interaction with other students and with their teacher during the limited time they are together in their classroom. It appears to me that this model attempts to combine the best that elearning and face-to-face learning have to offer. In today’s world of ubiquitous access to the Internet, mobile devices can play an important role as educators experiment with this new model of lesson delivery. The strength of mobile devices is in it’s ability to offer users flexibility in access to content and in the Flipped Classroom model, mobile devices can provide students with access to both instructional content and to their teacher’s recorded lesson from wherever their are (assuming access to the Internet via a cellular data plan – or otherwise, through any available WiFi access point). Be it a video recording or audio recording, students can use their mobile devices effectively to access instructional content in a Flipped Classroom setting. Students are not tied to the physical restraints of the classroom or time constraints of the school day and can use their mobile devices to connect with friends to discuss the material and gain a better understanding of the material before engaging in the practice activities in class the next day.

As a result, as educators continue to experiment with new and interesting ways to leverage technology to help their student learn, mobile devices continue to offer an effective platform for teachers and students allowing easy access to content, or in this case, access to lessons, that is available anytime and from anywhere.

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Comments
  1. [...] have always had the belief that mobile devices can be used to help student achieve in their…Via themobilelearner.wordpress.com Be Sociable, Share! Tweet This entry was posted in Nieuws by Paul Westeneng. Bookmark [...]

  2. Shawn McEwen says:

    Seeing a positive trend in HE and K-12 embracing the benefits of mLearning – great use case on self paced learning

    Shawn

    • Agreed. In fact, I see all areas K-12 and beyond beginning to see the merits of using mlearning for both self-paced learning and learning on the go. In addition, posting learning materials online creates an archive that both students and teachers can access again and again.

  3. Derek Bruff says:

    Here’s my take on mobile learning and the inverted / flipped classroom, from back in April: http://derekbruff.org/?p=901. While I don’t think that the flipped classroom requires technology (having students read their textbooks before class can work as well as having them watch videos), the flipped classroom model does provide a useful framework for thinking about the content delivery aspect of mobile learning. E-books and lecture capture are all well and good, but without thinking about how that mobile content fits into the learning process as students experience it, such things won’t be transformational.

  4. dlhauser2 says:

    I cannot agree the flipped classroom model or concept has been made possible by technology, however technology has enhanced the flipped classroom model. Social studies teachers have “flipped” their classrooms for years, they expected their students to read and engage in the text at night and return the next day for a lecture on what they just read about. Having mobile devices gives teachers more opportunities to diversify and differentiate learning. A flipped classroom allows the mathematics teacher to have more practice time with the students. A teacher could assign the students a lesson to watch at home and return the next day to work through problems together. So, the teacher could be there when the students needed assistance.

    Mobile devices offer learning to be mobile and instant. Students can stay connected to the learning even if they could not be in class for the day.

    • Thanks for your comment. I wonder about your statement that social studies teachers have always flipped their classroom. Reading texts at home for homework and listening to lectures is the teaching model that we have always used. Whether students read the text before the lecture or after doesn’t change the teaching model. To truly flip this classroom in this scenario, students would listen to the lecture at home and engage with the text with others at school everyday as a normal practice.

  5. [...] Devices and the Flipped Classroom Model December 28, 2011 Rob De Lorenzo Leave a comment Go to comments Rate This throughout this blog, we have always looked at the application of mobile [...]

  6. Derek Thomas says:

    This is the first time I’ve heard the term ‘flipped classroom.’ Growing up in a time where technology was rarely utilized by the teacher, I can see how this new way of teaching might appeal to the current, technology-versed youth. It sounds like a great idea, and the students would definitely get more out of the time spent conversing with their peers than sitting home reading a text book.

  7. Hmm is anyone else having problems with the pictures on this weblog loading? I’m trying to figure out if its a problem on my end or if it’s the weblog. Any responses would be greatly appreciated.

  8. 移動電源 says:

    It’s arduous to find educated individuals on this topic, but you sound like you know what you’re talking about! Thanks

  9. kbv7001 says:

    Reblogged this on technology and learning and commented:
    mobile and flip unite

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