This Tip discusses flipped learning- can it be effective and identifies the questions and logistics involved to be effective.
Flipped Learning-Can It Be Effective?
Before we answer this question, we should clarify what is meant by “flipped learning.” The idea is that requisite individual learning will occur prior to and outside of the classroom. In this way, classroom time can be used for interactive collaborative learning activities where they apply new knowledge.
Pre-Training Information
This pre-training information may include:
- prerecorded lectures,
- reading materials,
- video demonstrations and
- self-directed exercises.
How To Provide It
It can be provided:
- in paper form,
- online through blogs, podcasts and videos, or
- through social networking and discussion boards.
Is flipped learning a good idea? Yes.
Can flipped learning be effective? The answer to this question is a very qualified “yes.”
Questions to Answer for It to Work
Answer numerous questions in order for flipped learning to work:
Selection of the Pre-Work:
- What change in knowledge or behavior is desired at the completion of the training program?
- What information do the participants need to learn on their own?
- What is a reasonable amount of information for participants to absorb?
- What is a reasonable amount of time to expect participants to do the pre-work?
- What format(s) will be most effective for the participants to learn and retain the information?
- What format(s) would be most comfortable for the participants?
- Who will design the pre-work?
- How long will it take to create the pre-work materials?
Logistics:
- Are the necessary systems in place to house the pre-work and document its completion?
- How will we ensure access to the pre-work for all participants?
- Will a dedicated website be necessary?
- How long will it take to design access points?
- How much time should elapse between completion of the pre-work and attendance in the classroom?
- How will we reinforce the pre-work information until attendance in the classroom?
Communication Regarding the Pre-Work
- How will we notify the participants about the pre-work?
- How will we encourage the participants to complete the pre-work?
- Who will be responsible for responding to participant questions concerning the pre-work?
- How will we remind participants to complete the pre-work?
Completion of the Pre-Work:
- When and where do we expect the participants to do the pre-work?
- Will we give participants work time to do the pre-work- and if so, how much time?
- What will be the deadline for the completion of the pre-work?
- How will we document completion of the pre-work?
- How will we monitor participant completion of the pre-work?
Integration of the Pre-Work into Classroom Activities:
- Will it be necessary to check retention of pre-work information at the beginning of the class?
- How will we integrate the pre-work information into classroom activities?
- What learning activities will maximize the use of the class time?
As is obvious by these questions, developing pre-work requires thought.
And then there is the possible (if not probable) issue of one or more participants who come to class without completing the pre-work. This is because they were either:
- unaware of the pre-work,
- lacked access to it,
- lacked time to complete it, or
- just blew off the requirement.
You may get the feeling that I have been less than successful with flipped learning experiments.
If you have managed this successfully, please share your tips!
If your trainers are struggling with the design and facilitation of effective skill-building learning activities, please book a call to discuss a tailored traini-the-trainer program. https://laurelandassociates.com/contact/
May your learning be sweet.
Deborah
