The Flipped Classroom in Counselor Education

Abstract

The flipped classroom is proposed as an effective instructional approach in counselor education. An overview of the flipped-classroom approach, including advantages and disadvantages, is provided. A case example illustrates how the flipped classroom can be applied in counselor education. Recommendations for implementing or researching flipped classrooms are shared.Keywords: flipped classroom, pedagogy, counselor education Although the concept of the flipped classroom has been around for years and in various formats, it is most often attributed to Bergmann and Sams (2012), who flipped their high school science classes starting in 2006. Since then, the number of flipped classrooms has increased (Educause, 2012). The flipped classroom can be considered "an educational technique that consists of two parts: interactive group learning activities inside the classroom, and direct computerbased individual instruction outside the classroom" (Bishop & Verleger, 2013, p. 4). Students spend time before class not only reading the material but also engaging with it, allowing them to become more actively involved in their own learning both before and during class (Herreid & Schiller, 2013).Empirical research on the flipped classroom in higher education is limited and has mainly been conducted with undergraduate students and in science fields, but the existing research shows relatively positive results (Bishop & Verleger, 2013). For example, higher performance on exams was associated with flipped classrooms (Day & Foley, 2006;Mason, Shuman, & Cook, 2013), as was increased performance on homework and projects (Day & Foley, 2006). In addition, Enfield (2013) reported that students participating in a flipped classroom indicated that class was engaging and they felt more confident in their ability to learn independently.Tune, Sturek, and Basile (2013) studied graduate students enrolled in flipped physiology courses and reported that the preclass activities allowed students to generate more thoughtful questions for class discussion. They also found that students scored higher on exams than students taking a traditional course. However, publications and research addressing the use of the flipped classroom in the field of counselor education are nonexistent. Therefore, the purpose of this article is to introduce counselor educators to the flipped classroom by discussing the characteristics, advantages, and disadvantages of using a flipped-classroom approach and by providing a case example of how the flipped classroom can be applied in a master's-level counselor education course.

Flipping the Counseling Classroom to Enhance Application-Based Learning Activities

“…For example, 12 of 15 students reported that reviewing narrated PowerPoints before class facilitated their learning "somewhat" or "very much." Similarly, 12 students reported that participating in small group experiential projects in class "very much" facilitated their learning (Moran & Milsom, 2015). This case study demonstrates the relevance and feasibility of using a flipped learning approach in counselor education.…”

“…Much of the current interest in flipped learning can be traced to high school science teachers Jonathan Bergmann and Aaron Sams, who began flipping their classes in 2006 and have since published their experiences (Bergmann & Sams, 2012;Moran & Milsom, 2015). Their original model of flipped learning is referred to as the Traditional Flipped Learning Model, and includes previously described components such as students watching prerecorded video lectures outside of class and engaging in application-based activities in class.…”

“…As Berge (2015) explained, "All students benefits from a reduction in cognitive load by learning basic material in advance, instead of learning that knowledge in the same class where they are expected to apply it" (p. 167). Although most research on flipped learning contains similar definitions of the approach (Bishop & Verleger, 2013;Davies, Dean, & Ball, 2013;Moran & Milsom, 2015), an in-depth examination of flipped learning literature reveals several different flipped learning models. The following is a description of four of these models.…”

Teaching Applications of Flipped Classroom on Transportation Planning Software

“…And, while he says, it takes a little while for students to get used to the system, as the year progresses he sees them asking better questions and thinking more deeply about the content. After flipping his classroom, Bergmann says he can more easily query individual students, probe for misconceptions around scientific concepts, and clear up incorrect notions [2]. The flip's focus is to highlight the self-study in advance of the class and the strengthen counseling on classroom, which achieves the transfer of learning "main front", so that students can search for knowledge independently in a relaxed and free environment.…”

Inside the Flip: A Look at Teacher Motivations and Activities in Flipped Classrooms

“…Hutchings and Quinney (2015) conducted a study still conducted lectures in class. Moran and Milsom (2015) used narrated PowerPoint presentations outside of class. They still required a great deal of application level work to be conducted outside of class time that work was often used to create, "minilectures to address any content areas for which a large percentage of students expressed or demonstrated confusion or that the instructor wanted to highlight during class" (Moran & Milsom, 2015, pp 36-7).…”