Unflipping the Flipped Classroom: Balancing for Maximum Effect in Minimum Lead-Time in Online Education

Abstract

A flipped chemistry class for middle school education majors was “unflipped” during the conversion from in-person to online-only instruction during the beginning of the COVID-19 pandemic. The process balanced the best practices of online education with practicality due to the short time frame. Successes and failures in the conversion process are outlined, with adaptations suggested for failures, and a record of the class’s social and emotional experience is summarized. Successful implementation of checklists and conversion guides increased student confidence in the class’s direction and gave a sense of stability in an unstable time. The online component of the flipped classroom is examined for its adequacy as an online-only option. Approaches to student emotional and mental health are addressed, as well as behavioral issues resulting from learning remotely. Difficulties in the conversion primarily stemmed from the inability to use hands-on activities and a decrease in student engagement. Though external factors most likely accounted for the majority of the decrease in engagement, an activity and strategies are proposed to increase student buy-in and motivation. Finally, this paper includes a discussion of activity choice and implementation for increasing the benefits and transparency of activities for students working from home.

An effective blended online teaching and learning strategy during the COVID-19 pandemic

“…Checklists are also recommended in the practice of online and flipped classes because students often preferred more structure in flipped classrooms ( Brandon, 2020 ; O’Flaherty and Craig, 2015 ). Therefore, a progress tracker (Supplemental Information, SI-2) was created in addition to the revised course plan.…”

Computer Education Curriculum Innovation Based on Flipped Classroom and Network Education Model

“…The flipped classroom model is a teaching model that reverses the traditional teaching sequence, placing the knowledge previously taught in the classroom for self-directed learning before class, and moving the exercises, assignments, and other activities that originally needed to be completed postclass to the classroom for practice and discussion (Debbağ & Yıldız, 2021). This approach aims to enhance students' engagement and deep-thinking abilities, while also better adapting to their personalized learning needs (Brandon, 2020). Specifically, the flipped classroom model includes the following three stages: 1) Preclass preview: Students can preview relevant knowledge points by reading, watching videos, listening to recordings, and can also use Internet resources, such as online education platforms and learning communities, to deepen understanding and expand ideas.…”

Experience Of Learning Practice Based On "Byod+ Plipped Classroom"

“…Flipped classroom refers to the reversal of the traditional learning process, allowing learners to complete independent learning of new knowledge points and concepts in extracurricular time. The classroom becomes a place for interaction between teachers and students, mainly used for answering doubts, reporting and discussing, so as to achieve better teaching effects (Brandon, 2020).…”