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File: Classroom Pdf 156724 | Roehlreddy Shannon (2013) The Flipped Classroom As A Way Of Engaging The Millenial Through Active Learning Strategies
the flipped classroom an opportunity to engage millennial students through active learning strategies amy roehl shweta linga reddy gayla jett shannon flipping the classroom employs easy to use into the ...

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                                    The Flipped Classroom:
                                                                   An Opportunity
                                               To Engage Millennial
                            Students Through Active
                                                       Learning Strategies
                                                                                                                              AMY ROEHL
                                                                                                                SHWETA LINGA REDDY
                                                                                                                GAYLA JETT SHANNON
                "Flipping" the classroom employs easy-to-use,                     into the classroom is critical in order to reach
                readily accessihle technology in order to free class              Millennial students. This review of the literature
                time from lecture. This allows for an expanded                    investigates the "flipped" or "inverted" classroom
                range of learning activities during class time. Using             model (Bergmann & Sams, 2012; Lage, Platt, &
                class time for active learning versus lecture provides            Tregua, 2000) in order to address challenges of
                opportunities for greater teacher-to-student mentor-              student engagement in lecture-based classrooms.
                ing, peer-to-peer collaboration and cross-disciplinary            The authors present an argument for the possible
                engagement. This review of literature addresses                   application of this model by educators in the dis-
                the challenges of engaging today's students in lec-               ciplines of family and consumer sciences.
                ture-based classrooms and presents an argument
               for application of the "flipped classroom" model hy                   Millennials reared on rapidly evolving
                educators in the disciplines of family and consumer                  technologies demonstrate decreased
                sciences.
                   A sense of urgency to adapt to Millennial                                 tolerance for lecture-style
                learning preferences is heightened as educators                       dissemination of course information.
                increasingly struggle to capture the attention of
                today's students. Unlike previous generations,
                Millennials reared on rapidly evolving technologies
                demonstrate decreased tolerance for lecture-style                 The Millennial Student
                dissemination of course information (Prensky,                     MiUennials are individuals born between 1982 and
                2001). Incorporation of active learning strategies                2002 (Wilson & Gerber, 2008). Millennial students,
                                                                                  referred to as "digital natives" (Prensky, 2001),
                Amy Roehl (o.<ío/im@ícu.edu) is Assistant Professor of Inte-      have been exposed to information technology from
                rior Design, Shweta Linga Reddy, PhD, is Assistant Professor      a very young age. MiUennials' access to technology,
                of Fashion Merchandising and Gayla jett Shannon Is Assistant      information, and digital media is greater than that
                Professor of Professional Practice in Interior Design. All are in of any prior generation. According to McMahon
                the Department of Interior Design & Merchandising at Texas        and Pospisil (2005), characteristics of Millennial
                Christian University, Fort Worth, TX.
      44        VOL. 105 • NO. 2 • 2013 JFCS
         students include 24/7 information connectedness,                Chickering and Gamson (1987) suggested
         a preference for environments that support multi-            seven principles as ideal best practices in active
         tasking, and gravitation toward group activity and           learning. Active learning is an umbrella term for
         appreciation of the social aspects of learning. This         pedagogies focusing on student activity and stu-
         generation is distinguished by their access to tech-         dent engagement in the learning process (Prince,
         nological and collaborative experiences.                     2004). Teaching methods promoting active learn-
            Millennial students drive change in learning              ing are those "instructional activities involving stu-
         environments around the world. The technology,               dents in doing things and thinking about what
         with which digital natives matured, has induced              they are doing" (Bonwell & Eison, 1991, p. 1).
         today's students to "think and process information          Activities should be designed to emphasize impor-
         fundamentally differently from their predecessors"           tant learning outcomes requiring thoughtful partic-
         (Prensky, 2001, p. 1). Although educators bemoan            ipation on the part of the student (Prince, 2004).
         this generations' inability to focus. Millennial expert         Four broad categories of instructional
         Marc Prensky (2010) pointed out that "it is not our          approaches for use in an active learning classroom
         students' attention capabilities that have changed,         have been identified: (a) individual activities, (b)
         but rather their tolerance and needs" (p. 2). This          paired activities, (c) informal small groups, and (d)
         characteristic actually validates the urgency to adopt       cooperative student projects (Zayapragassarazan &
         alternative methods of instruction, and many teach-         Kumar, 2012). These methods encompass many
         ers are incorporating active learning strategies as a       activities such as conceptual mapping, brainstorm-
         better way to engage these students.                        ing, collaborative writing, case-based instruction,
                                                                     cooperative learning, role-playing, simulation, proj-
           Educators must shift from a teaching-                     ect-based learning, and peer teaching (Zayapragas-
                                                                     sarazan & Kumar, 2012). Active learning methods
           centered paradigm toward a learner-                       require students to utilize higher-order thinking
                       centered paradigm.                            skuls such as analysis, synthesis, and evaluation
                                                                      (Bonwell & Eison, 1991). This more hohstic
                                                                     approach to instruction engages students with
                                                                     varied learning styles and appeals to the typical
         Active Learning                                             Millennial learner who thrives in an environment
         For decades, educators and educational researchers          of variety and change (Prensky, 2010);
         have questioned the effectiveness of teaching meth-
         ods that are entirely lecture-based (Barr & Tagg,           The Flipped Classroom
         1995). Despite innovations in technology enabling           Active learning pedagogies continue to evolve,
         alternative techniques for pedagogy, lecture formats        and new methods of delivering course material are
         continue to be the primary method for teaching              being developed. Assimilating active learning can
         adult learners (Bligh, 2000). Educators and research-       be as simple as integrating in-class activities along-
         chers have come to recognize the "complexities of           side traditional lecture. Yet educators in elemen-
         teaching and learning for understanding as opposed          tary through post-secondary education are finding
         to just knowledge retention" (Ritchhart, Church, &          innovative ways to restructure the classroom (Strayer,
         Morrison, 2011, p. 7). If the goal of teaching is to        2007) in order to focus attention on the learner
         engender understanding, educators must move                 (Bergmann & Sams, 2012). Instructors adopting
         from rote memorization of knowledge and facts,              the flipped classroom model assign the class lec-
         known as "surface learning," toward "deep learn-            ture or instructional content as homework. In
         ing," where understanding is developed through              preparation for class, students are required to
         "active and constructive processes" (Ritchhart et al.,      view the lecture. According to Tucker (2012), stu-
        2011, p. 7). To achieve this objective, educators            dents utilize the time in class to work through
         must shift from a teaching-centered paradigm                problems, advance concepts, and engage in col-
         toward a learner-centered paradigm.                         laborative learning.
                                                                                              VOL. 105 • NO. 2 • 2013 JFCS 45
                 Lage et al. (2000) performed a study using the       students' access prior to class. The implementa-
              flipped classroom for an economics course. They         tion of computer-aided instruction (CAI) can be
              found easy-to use, readily accessible technology to     used to assess the likelihood of success in a
              develop course materials for the flipped model.         flipped classroom within different disciplines.
              These instructors reported spending about 2 hours
              per topic to create videotaped lectures and digital       A flipped, or inverted, classroom model
              slide presentations with voiceovers. Although con-          could be adapted easily to multiple
              tact hours remained the same, they found prepara-
              tion time was significantly reduced after the initial         disciplines such as textile design,
              groundwork was completed. They reported that                  apparel design and construction,
              question and answer sessions at the beginning of                interior design, and nutrition.
              each class took about 10 minutes of class time fol-
              lowed by students working and learning together           I
              on "an economic experiment or lab that corre-
              sponded to the topic being covered" (p. 4). As              Slocum and Beard (2005) provided a list of
              anticipated by Blair (2012), the use of flipped          topics for which CAI has been developed. Among
              classrooms could result in less effort creating lec-     the topics are textiles, flat pattern design con-
              ture presentations. This increase in available time      cepts, concepts in clothing construction, and
              might be redirected to create in-class activities that  visualizing three-dimensional designs from two-
              deepen concepts and increase student's knowledge         dimensional patterns. Slocum and Beard (2005)
              retention.                                               argued that the development of additional CAI
                 With internet access widely available on most         modules could allow instructors to use limited
              college and university campuses, students may            class time to guide students through unique learn-
              view web-based instruction on their own time, at         ing paths appropriate to individual skill level or
              their own pace. This provides opportunities to uti-      project needs. Therefore, we can safely deduce
              lize the classroom for the application of informa-       that the flipped classroom could be beneficial for
              tion addressed in the online lecture. Because            topics where class lecture is predominantly uti-
              students have viewed the lecture prior to class,         lized to provide instruction. For example, imple-
              contact hours can be devoted to problem solving,         menting the flipped classroom in clothing con-
              skill development, and gaining a deeper under-           struction would allow students and instructors to
              standing of the subject matter (Bergmann & Sams,         focus class time on skill development, problem
              2012). The teacher is able to provide students with      solving, and active learning of construction con-
              a wide range of learner-centered opportunities in        cepts while executing assignments.
              class for greater teacher-to-student.mentoring and          Similarly, Byrd-Bredbenner and Bauer (1991)
              peer-to-peer collaboration, increasing the possibil-     conducted an experimental study to conipare the .
              ity to engage Millennial students (Prensky, 2010)..      effectiveness of the CAI modules with traditional
                                                                       lectures for a college nutrition course. Their find-
              Learning Using Non-Lecture Based Strategies              ings indicated that students enjoyed using CAI
              A flipped, or inverted, classroom model could be         and that nutrition knowledge was improved. The
              adapted easily to multiple disciplines such as tex-      benefit of a mixed method technique (Carew,
              tile design, apparel design and construction, inte-      Chamberlain & Alster, 1997; Zubas, Heiss, &
              rior design, and nutrition. Of particular relevance      Pedersen, 2006) was evident in studies conducted
              are courses in which a lecture is primarily based        in the discipline of nutrition; students who accessed
              on disseminating information and learning occurs         lecture material posted online or completed self-
              when students apply these instructions to com-           paced online tutorials in addition to attending
              plete a task or an assignment. The flipped class-        the traditional classroom lecture demonstrated
              room model suggests the use of a variety of              improved test scores in the respective nutrition
              technologies in preparing and posting lessons for        courses. All of the above findings support Wishart
      46      vol. 105    10. 2 • 2013 JFCS
        and Bleases' (1999) claim that environments in          allows instructors to improve communication and
        which technology is used innovatively can lead to       connection with students possessing a broad range
        both improved learning outcomes and teaching.          of abilities.
        Technology provides opportunities for teachers to
        meet the needs of students with various learning            The time gained by removing the
        styles through the use of multiple media (Bryant          lecture portion from class allows for
        &Hunton, 2000).                                         more one-on-one personal engagement
        Benefits of Using a Flipped Classroom Model                between the teacher and students.
        Instructors implementing a flipped classroom use
        various methods for preparing the online content.         L
        Strayer (2007) made useful observations and sug-          With a traditional lecture format, teachers
        gestions for instructors who consider using the        might not be aware of student progress until after
        flipped classroom model. When the focus of the         testing (Chickering & Gamson, 1987). A flipped
        flipped classroom is on.giving students the free-      classroom allows teachers greater insight into stu-
        dom to interact with the content according to their    dents' grasp of information and learning as a result
        own learning style, the flip seems to be more suc-     of increased student/teacher interaction. The time
        cessful. Due to the structural differences of the      gained by removing the lecture portion from class
        flipped classroom model, students becoine more         allows for more one-on-one personal engagement
        aware of their own learning process than do stu-       between the teacher and students. Furthermore, a
        dents in more traditional settings. Students will      flipped classroom allows students who may be hes-
        therefore need more space to reflect on their learn-   itant to ask questions in the middle of a lecture to
        ing activities in order to make necessary connec-      seek assistance from the teacher during their indi-
        tions to course content. The teacher must plan for     vidual feedback sessions. Students also have the
        a component in the course structure allowing for       opportunity to "replay" the lectures several times
        reflection to take place. It is important for the      before formulating their questions.
        teacher to be able to see and comment on specific         Additional benefits of the flipped classroom
        aspects of student reflection. This feedback cycle     model include the ability for the class to move for-
        will be crucial in assessing student learning.         ward despite both teacher and student absences.
                                                               Flipped classroom pedagogy has the potential to
              When the focus of the flipped                    address situations in which students miss lectures
           classroom is on giving students the                 due to illness and for students who are engaged in
          freedom to interact with the content                 university-supported activities such as athletics. It
                                                               allows absent students to stay on track without
          according to their own learning style,               lengthy interaction with the instructor. Similarly, it
          the flip seems to be more successful.                is beneficial for teachers as it allows students to
                                                               move forward with course material even when the
                                                               teacher is absent. This feature enables the course to
                                                               proceed as scheduled without unnecessary delays.
           Flipping the classroom allows for a range of
        teaching methodologies to be employed such as          Limitations of Using a Flipped Classroom Model
       videotaping the instructor while lecturing, creating    The flipped classroom may not be applicable to all
       videos with voiceover and screen-capture software,      subjects. For instance, Strayer (2007, 2012) per-
       instructions accompanied by visual aids, utilizing      formed a comparative study between a flipped
       videos found online from sources such as YouTube        classroom and the traditional classroom for an
        and TeacherTube, and integrating discipline-specific   introductory statistics course. The findings of this •
       websites of videos available through professional       study demonstrated that students participating in
       organizations and companies (Roehl, 2013). This         the flipped classroom were less satisfied with the
                                                                                     VOL. 105 • NO. 2 • 2013 JFCS 47
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...The flipped classroom an opportunity to engage millennial students through active learning strategies amy roehl shweta linga reddy gayla jett shannon flipping employs easy use into is critical in order reach readily accessihle technology free class this review of literature time from lecture allows for expanded investigates or inverted range activities during using model bergmann sams lage platt versus provides tregua address challenges opportunities greater teacher student mentor engagement based classrooms ing peer collaboration and cross disciplinary authors present argument possible addresses application by educators dis engaging today s lec ciplines family consumer sciences ture presents hy millennials reared on rapidly evolving disciplines technologies demonstrate decreased a sense urgency adapt tolerance style preferences heightened as dissemination course information increasingly struggle capture attention unlike previous generations prensky miuennials are individuals born betw...

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