Teachers' development and reflection in the flipped classroom

Research output: Contribution to book/anthology/report/conference proceedingConference abstract in proceedingResearchpeer-review

Abstract

The flipped classroom is an instruction method that has gained momentum during the last years due to technological advances allowing the online sharing of teaching material and learning activities. Bishop and Verleger defined the flipped classroom as “...an educational technique that consists of two parts: interactive group learning activities inside the classroom, and direct computer-based individual instruction outside the classroom” (Bishop & Verleger, 2013). So far, research on flipped classroom has mostly concentrated on student perceptions, engagement and achievement level, e.g. (Enfield, 2013; Fulton, 2012). Few studies have focused on teacher perceptions and development in flipped classrooms, e.g. (Hao & Lee, 2016; Wanner & Palmer, 2015). This poster presents findings on teacher development during a three-year implementation of a statistics flipped classroom in Media Technology. Our experience has shown that teachers reflected on their own teaching even before the event of teaching, because the design of a flipped classroom requires careful consideration of the course structure and content. In many cases, the teachers had to come up with new activities or redesign the whole course in order to adjust it to the flipped classroom model. We have also seen that these considerations have forced teachers to also reconsider the learning objectives of specific activities. Another aspect that promoted reflection was the production of video lectures. Finally, teachers reflected on each flipped session (out-of-class, in-class) and they adjusted the next one throughout the semester, and after the end of the semester they reflected on this experience as a whole. These reflections promoted the redesign of their flipped classroom approach for the next year. The aforementioned considerations led us to conclude that the flipped classroom approach can convert teaching experience to professional development by involving teachers in reflection loops. In order to better visualize such loops, we adjusted the Teaching Cycle of the Learning Design framework (Dalziel, 2013) to fit Cowan’s reflection loops model (Cowan, 1998).
Original languageEnglish
Title of host publicationProceedings of Exploring Teaching for Active Learning in Engineering Education (ETALEE) 2017
Publication date2017
Publication statusPublished - 2017
EventExploring Teaching for Active Learning in Engineering Education - Odense, Denmark
Duration: 23 May 201724 May 2017

Conference

ConferenceExploring Teaching for Active Learning in Engineering Education
CountryDenmark
CityOdense
Period23/05/201724/05/2017

Fingerprint

classroom
teacher
Teaching
semester
instruction
learning
media technology
experience
teaching materials
learning objective
poster
video
statistics
event
Group
student

Cite this

Triantafyllou, E., Timcenko, O., & Kofoed, L. (2017). Teachers' development and reflection in the flipped classroom. In Proceedings of Exploring Teaching for Active Learning in Engineering Education (ETALEE) 2017
Triantafyllou, Evangelia ; Timcenko, Olga ; Kofoed, Lise. / Teachers' development and reflection in the flipped classroom. Proceedings of Exploring Teaching for Active Learning in Engineering Education (ETALEE) 2017. 2017.
@inbook{65bf5c0346c14af1b17cbfa41b2809f9,
title = "Teachers' development and reflection in the flipped classroom",
abstract = "The flipped classroom is an instruction method that has gained momentum during the last years due to technological advances allowing the online sharing of teaching material and learning activities. Bishop and Verleger defined the flipped classroom as “...an educational technique that consists of two parts: interactive group learning activities inside the classroom, and direct computer-based individual instruction outside the classroom” (Bishop & Verleger, 2013). So far, research on flipped classroom has mostly concentrated on student perceptions, engagement and achievement level, e.g. (Enfield, 2013; Fulton, 2012). Few studies have focused on teacher perceptions and development in flipped classrooms, e.g. (Hao & Lee, 2016; Wanner & Palmer, 2015). This poster presents findings on teacher development during a three-year implementation of a statistics flipped classroom in Media Technology. Our experience has shown that teachers reflected on their own teaching even before the event of teaching, because the design of a flipped classroom requires careful consideration of the course structure and content. In many cases, the teachers had to come up with new activities or redesign the whole course in order to adjust it to the flipped classroom model. We have also seen that these considerations have forced teachers to also reconsider the learning objectives of specific activities. Another aspect that promoted reflection was the production of video lectures. Finally, teachers reflected on each flipped session (out-of-class, in-class) and they adjusted the next one throughout the semester, and after the end of the semester they reflected on this experience as a whole. These reflections promoted the redesign of their flipped classroom approach for the next year. The aforementioned considerations led us to conclude that the flipped classroom approach can convert teaching experience to professional development by involving teachers in reflection loops. In order to better visualize such loops, we adjusted the Teaching Cycle of the Learning Design framework (Dalziel, 2013) to fit Cowan’s reflection loops model (Cowan, 1998).",
author = "Evangelia Triantafyllou and Olga Timcenko and Lise Kofoed",
year = "2017",
language = "English",
booktitle = "Proceedings of Exploring Teaching for Active Learning in Engineering Education (ETALEE) 2017",

}

Triantafyllou, E, Timcenko, O & Kofoed, L 2017, Teachers' development and reflection in the flipped classroom. in Proceedings of Exploring Teaching for Active Learning in Engineering Education (ETALEE) 2017. Exploring Teaching for Active Learning in Engineering Education, Odense, Denmark, 23/05/2017.

Teachers' development and reflection in the flipped classroom. / Triantafyllou, Evangelia; Timcenko, Olga; Kofoed, Lise.

Proceedings of Exploring Teaching for Active Learning in Engineering Education (ETALEE) 2017. 2017.

Research output: Contribution to book/anthology/report/conference proceedingConference abstract in proceedingResearchpeer-review

TY - ABST

T1 - Teachers' development and reflection in the flipped classroom

AU - Triantafyllou, Evangelia

AU - Timcenko, Olga

AU - Kofoed, Lise

PY - 2017

Y1 - 2017

N2 - The flipped classroom is an instruction method that has gained momentum during the last years due to technological advances allowing the online sharing of teaching material and learning activities. Bishop and Verleger defined the flipped classroom as “...an educational technique that consists of two parts: interactive group learning activities inside the classroom, and direct computer-based individual instruction outside the classroom” (Bishop & Verleger, 2013). So far, research on flipped classroom has mostly concentrated on student perceptions, engagement and achievement level, e.g. (Enfield, 2013; Fulton, 2012). Few studies have focused on teacher perceptions and development in flipped classrooms, e.g. (Hao & Lee, 2016; Wanner & Palmer, 2015). This poster presents findings on teacher development during a three-year implementation of a statistics flipped classroom in Media Technology. Our experience has shown that teachers reflected on their own teaching even before the event of teaching, because the design of a flipped classroom requires careful consideration of the course structure and content. In many cases, the teachers had to come up with new activities or redesign the whole course in order to adjust it to the flipped classroom model. We have also seen that these considerations have forced teachers to also reconsider the learning objectives of specific activities. Another aspect that promoted reflection was the production of video lectures. Finally, teachers reflected on each flipped session (out-of-class, in-class) and they adjusted the next one throughout the semester, and after the end of the semester they reflected on this experience as a whole. These reflections promoted the redesign of their flipped classroom approach for the next year. The aforementioned considerations led us to conclude that the flipped classroom approach can convert teaching experience to professional development by involving teachers in reflection loops. In order to better visualize such loops, we adjusted the Teaching Cycle of the Learning Design framework (Dalziel, 2013) to fit Cowan’s reflection loops model (Cowan, 1998).

AB - The flipped classroom is an instruction method that has gained momentum during the last years due to technological advances allowing the online sharing of teaching material and learning activities. Bishop and Verleger defined the flipped classroom as “...an educational technique that consists of two parts: interactive group learning activities inside the classroom, and direct computer-based individual instruction outside the classroom” (Bishop & Verleger, 2013). So far, research on flipped classroom has mostly concentrated on student perceptions, engagement and achievement level, e.g. (Enfield, 2013; Fulton, 2012). Few studies have focused on teacher perceptions and development in flipped classrooms, e.g. (Hao & Lee, 2016; Wanner & Palmer, 2015). This poster presents findings on teacher development during a three-year implementation of a statistics flipped classroom in Media Technology. Our experience has shown that teachers reflected on their own teaching even before the event of teaching, because the design of a flipped classroom requires careful consideration of the course structure and content. In many cases, the teachers had to come up with new activities or redesign the whole course in order to adjust it to the flipped classroom model. We have also seen that these considerations have forced teachers to also reconsider the learning objectives of specific activities. Another aspect that promoted reflection was the production of video lectures. Finally, teachers reflected on each flipped session (out-of-class, in-class) and they adjusted the next one throughout the semester, and after the end of the semester they reflected on this experience as a whole. These reflections promoted the redesign of their flipped classroom approach for the next year. The aforementioned considerations led us to conclude that the flipped classroom approach can convert teaching experience to professional development by involving teachers in reflection loops. In order to better visualize such loops, we adjusted the Teaching Cycle of the Learning Design framework (Dalziel, 2013) to fit Cowan’s reflection loops model (Cowan, 1998).

UR - http://etalee.dk

M3 - Conference abstract in proceeding

BT - Proceedings of Exploring Teaching for Active Learning in Engineering Education (ETALEE) 2017

ER -

Triantafyllou E, Timcenko O, Kofoed L. Teachers' development and reflection in the flipped classroom. In Proceedings of Exploring Teaching for Active Learning in Engineering Education (ETALEE) 2017. 2017