Examining Student Classroom Engagement in Flipped and Non-Flipped Counselor Education Courses

Abstract

Although the American School Counselor Association National Model reflects the importance of high-quality school counseling core curriculum, or classroom guidance, as part of a comprehensive school counseling program, school counselors are often challenged by the complexities of designing an effective classroom guidance curriculum. This conceptual paper addresses these challenges by proposing the use of Understanding by Design, a research-based approach to curriculum design used widely in K-12 classrooms across the United States and internationally, to strengthen classroom guidance planning. We offer principles for developing a classroom guidance curriculum that yields more meaningful and powerful lessons, makes instruction more cohesive, and focuses on what is critical for student success.

Effects of virtual learning environments: A scoping review of literature

“…In moving to online learning, these institutions must not forget their "organizational brokerage" (Domina et al, 2021, p. 4) in facilitating and maintaining these social connections lest their students suffer in isolation (Crea & Sparnon, 2017). Ultimately, the VLE experience begins with the institution; if there is no commitment to ensuring the use of a high-quality LMS and no focus on securing and maintaining the human resource social supports that students and families have come to rely on the school to provide, then the mental health and academic achievement of its students can deteriorate (Cairns et al, 2020;Cavanaugh et al, 2004;Domina et al, 2021;Gillis & Krull, 2020;Jones, 2015;Lee & Oh, 2017;Merlin-Knoblich et al, 2019;Rogowska et al, 2020;Stone, 2019;Xavier et al, 2020;Zhu & van Winkel, 2016).…”

Flipped learning – Pedagogic dilemmas

“…There is no consensus on the duration of video recordings that students watch at home, although various recommendations exist. Merlin-Knoblich et al (2019) present the experts' opinions that the recommended duration of video lectures should not exceed 15-20 minutes, whereas Schmidt and Ralph (2016) state that teachers consider the video recording's duration should not exceed the period of 10-15 minutes.…”

Student engagement and counseling skill self‐efficacy: Comparing two course formats

“…Additionally, it is crucial to understand how counselor self-efficacy may change due to participating in a flipped learning versus lecture-based learning environment. As suggested by Merlin-Knoblich et al (2019), flipped approaches may provide the engagement necessary for the increased practice of counseling skills, thus leading to increased competence.…”

“…To meet the complex demands of future clients, counselor educators need pedagogical strategies that stimulate interest, involvement, and performance among counselors‐in‐training (CIT; Haddock & Whitman, 2019; Koh, 2019; Merlin‐Knoblich et al., 2019; Swank & Houseknecht, 2019). Flipped classrooms are a pedagogical strategy gaining more attention in counselor education (Counselman & Carpenter, 2018).…”