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Kim, M. K., Kim, S. M., Khera, O., & Getman, J. (2014). The experience of three flipped classrooms in an urban university: an exploration of design principles. The Internet and Higher Education, 22, 37-50.
Background
This article describes a mixed method study examining three flipped classroom (FC) environments and the effects of specific design principles. Using the Revised Community of Inquiry (RCOI) Framework, the authors “developed a flipped classroom design framework and identified nine design principles,” (Kim, Kim, Khera, & Getman, 2014. P. 37). The Revised Community of Inquiry Framework builds on cognitive presence, social presence, teaching presence and learner presence; all present in the student-centered learning environment. By determining the students’ perceived correlation between the four RCOI elements, six new design elements were identified and added to three of four of Brame’s (2013) design principles for flipped classroom.
Brame’s existing principles identified for future use in FC models:
- Provide first material exposure prior to class
- Incentivize pre-class preparation
- Assess student understanding
Six new FC design principles developed as the result of this study:
- Provide prompt/adaptive feedback on work
- Provide enough time for students to complete assignments
- Build a learning community through facilitation
- Incorporate familiar and easy-to-use technologies
- Provide clear connection between pre-class work and in-class work
- Provide clearly defined and well-structured guidance
The next section highlights key points from the article.
Key Points
Introduction
- FC models attempt to address the challenges of finite class time while integrating student centered learning
- Using the Revised Community of Inquiry (RCOI) framework using the four elements that create a conducive learning environment
- Cognitive presence
- Social presence
- Teaching presence
- Learner presence
- Study aimed to determine participants’ perceived value of the FC with respect to the RCOI
Outcomes
- Teaching Presence is critical. Instructors become more like facilitators.
- Students wanted more structured guidance from instructors in the FC model
- Instructors need strong strategies for facilitating student interaction
Design Principles of the FC model
- Students are exposed to material and information prior to meeting in class
- Incentivize pre-class work by including low-stakes grading activity (pre-class)
- Incorporate methods such as formative assessments and low-stakes quizzes to assess student understanding
- Pre-class work should directly connect with in-class work.
- Guidance and scaffolding should be clearly defined and well structured
- Allow enough time to for in-class collaboration on assignments
- Intentionally develop a learning community
- Provide prompt/adaptive feedback
- Minimize technological barriers by using familiar and easy to use technologies
The next section highlights key design principles as suggested by the article.