Flip the Classroom

Topics: Learning, Knowledge, Skill Pages: 8 (787 words) Published: April 26, 2014
One of the most widely known adult learning concepts, “andragogy”, introduced by Malcom Knowles (1973) “is based on four assumptions which differ from those of traditional education - pedagogy: (1) changes in self-concept, (2) the role of experience, (3) readiness to learn, and (4) orientation to learning” (http://eric.ed.gov/?id=ED084368). The goal of technology in the classroom is to add instructional value while the purpose is to advance the lesson and enhance the learning experience; which supports Knowles (1973) concept of Andragogy. “Flipping the classroom” is a relatively new method in instructional delivery by utilizing technology and “transposing the traditional classroom paradigm of lecture during class and homework after class” to “the instructor’s lecture outside of class via video and engage in discussion and hands-on activities, when appropriate, inside the classroom” (p.3). The instructional methods and technology tools employed support the theory of Andragogy and adult learning concepts by incorporation of self concept and experiential learning into the course room.

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Technology strengths include the increased ability to advance the lesson and experience, enhance learning through increased education resources, and new learning strategies. Weaknesses include experience, knowledge, reliability, trust, and potential availability of equipment and technology. Opportunities include new strategic alliances and partnerships, innovative program development, and increased program participation. Lastly, threats may include program acceptance, competition and alignment to current accepted programs and instructional methods, and participation.

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Learning preferences impact learning outcome. Bear’s (2012) study suggests “that (a) the learning process of the participants supported adult learning principles, (b) there are additional descriptors for the learning strategy preference groups, (c) learners can achieve similar learning tasks by using different learning strategies, and (d) traditional literacy and computer literacy skills are enhanced by Internet use” (p.27). The use of technology “via” pod casts, recorded lectures, videos, and other experiential learning activates increases opportunities in advancing each lesson and enhancing learning through increased resources and learning strategies. Flexibility of various forms of technology and experiential learning activities supports variations in adult learner preferences that are found within diverse classrooms.

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Technology weaknesses include limited experience in application and tools and the knowledge of methodology implementation. Due to the newness of the concept, program reliability and trust is being established and is limited at this time. Equipment and technology available may be limited due to location and institutional or program funds.

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Technology provides the opportunity for innovative program development to connect learning with akin ideas of caring, compassion, ethics, and courage. Shrivastava (2010) suggests that academics should address soft skill development and advance education in business and management education. As stated

by Shrivastava (2010), “Good empirical case studies of passionate managers, and passionate performances” provide the basis“to better understand relationships between management sustainably with passion and performance” (p.452).

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