6 ways in which you can overcome flipped learning obstacles in flipped classrooms

Flipped classrooms are a well-liked educational technique, delivering lectures before class so that students can connect in dynamic learning techniques and problem-solving activities throughout the class. Although the reply from students and teachers is mostly optimistic, the approach is not coming without its challenges inbuilt. Flipped learning – which requires people to connect with instructional content in their time, before undertaking related tasks in the flipped classrooms – is serving to transport a more personalized learning experience for pupils. Though, the flipped classroom model is about much more than generating a few videos for pupils to look at home. Rethinking the way teachers teach and students learn a current study found that 75% of teachers surveyed witnessed larger student engagement after implementing flipped learning in their classrooms.

Obstacle 1: Limited student attention for pre-class activities

The number one challenge with flipped classrooms is the incapability to inspire and monitor students’ contribution to the pre-class learning activities. The teaching technique depends on the conclusion of pre-class activities, and insufficient preparation may severely decrease the efficiency of the in-class activities.

Tip: Gamification, a rising trend in education, seems to have optimistic effects on student inspiration and engagement. The technique typically involves rewarding students with some points or badges and keeping track of the progress of each student on a leader board.

Obstacle 2: Disengagement during pre-class activities

Inadequately developed pre-class instructional videos may unintentionally obstruct the learning procedure. For example, some students become disengaged when watching lengthy videos and do not finish the video on its whole. Other students protest that videos seem unfriendly and that they feel detached from the teacher on the screen.

Tip: Investigate flipped learning suggests that students have an engagement time of approximately 6 minutes when watching videos. So, more lengthy topics should be broken up into shorter segments long-lasting no more than 6 minutes is beneficial.

Obstacle 3: Deficient in Out-of-Class support

Some students complain that they are not capable to raise questions during pre-class activities. Students are often likely to use their recently acquired knowledge in the next class period, and unanswered questions may direct to misconceptions or information gaps, creating hindrances to the in-class activities.

Tip: Students need additional out-of-class support in a flipped classroom because it is demanding to study the material in remoteness. Opening lines of contact for students to work together with each other and their instructor outside of class may offer essential assistance.

Obstacle 4: Lack of teaching assets

Content is very important in creating a flourishing flipped classroom. However, a fresh approach often requires brand new resources. With extra time the one thing, few teachers have in surplus, is the thought of scheming and creating new content that can be sufficient to turn even the most enthusiastic of teachers off.

Tip: With many educators now creating and allocating resources online, teacher-authored content designed to support flipped learning could supply the answer.

Obstacle 5: Overwhelming work for teachers

Although there is an abundance of instructional videos that are existing online, some teachers protest that they are not straightforward to discover or that they do not completely match what they want their students to study. Because of this, many teachers attempt to generate their materials, requiring a considerable amount of time and effort.

Tips: It may not be possible for a teacher to create an entire suite of course content for new flipped classrooms. Instead, it may be more sensible to work on two to three topics every year and supplement them with previously available content.

Obstacle 6: Lack of classroom equipment

Screencasting tools, video conferencing technologies, and cloud-based platforms that allow teachers to create and deliver lessons all assist to create the flipped classroom. Similarly, flipped learning requires students to have the right of entry to the internet and a computer or mobile device at their home. However, this isn’t constantly the case, and it’s significant not to generate a barrier for those students who don’t have the essential tech.

Tip: To get around this, teachers should put a backup arrangement in place for all students, screening them on what to do when the internet goes down or they don’t have access to the net. This could comprise identifying secure learning spaces with wifi, offering a borrowing library of computer devices, and providing USB drives with learning content.