Flipped Learning Standards

Syllabus Design

The syllabus provides the instructional model that will be used and explains how Flipped Learning is implemented: the tasks students must do, especially in out-of-class learning, as well as how students with limited access to necessary technology (notebooks, mobile phones, etc.) and the internet can be supported.

Implementing Adaptive Strategies

The course provides support and resources to maximize the benefits of the flipped learning approach, specifically including mechanisms to handle potential challenges of the model, such as students' resistance to change, self-regulated learning or lack of motivation (e.g. by providing a clear rationale for employing the Flipped Learning approach highlighting its potential benefits, strategies for managing time and self-regulated learning, mechanisms for students to seek clarification and support, differentiated learning materials and activities to accommodate diverse learning preferences and prior knowledge, flexibility and adaptability in responding to students' needs and feedback).

Culture Building

The course actively incorporates a Flipped Learning approach and consistently employs associated routines, building a Flipped culture.

CMS/LMS Utilization

The course uses a learning/content management system, and its navigation, organization, and labeling facilitate ease of use.

Pre-Class Content

There is instructionally sound pre-class content that prepares students for in-class activities by contributing to the achievement of the stated learning objectives or competencies. The content should aim to build most if not all the foundational knowledge, preparing students for in-class active learning. The level of complexity within Bloom's Taxonomy of Learning may vary, but the key is that these resources are comprehensible and accessible for the students at their current learning stage. The medium chosen for disseminating the content fits well with the nature of the content, which may include videos, readings, podcasts, quizzes, etc.

Multimedia Learning

When possible multimedia content is used to increase learning gains. The multimedia pre-class content follows multimedia learning design principles.

Facilitating Pre-Class Learning

To enhance learning gains and to compensate for individual differences in self-regulated learning, the course facilitates pre-class learning as such:

Forethought Phase: For instance by providing a weekly overview of the pre-class learning, promoting self-efficacy through pre-class task reminder announcements, etc.;

Performance Phase: For instance by motivating through appealing pre-class design, incorporating scaffolds to guide and support learning, utilizing reflective questions to promote metacognition, etc.;

Self-reflection Phase: For instance by incorporating a task for students to test their learning.

Pre-Class Assessment

The course provides pre-class assessments (such as in-video questions, writing blog posts, forum discussions, etc.) in the form of small stakes formative assessments.

OR

Alternatively, pre-class assessments are done at the beginning of the live classes in the form of small stakes formative in-class review assessments.

Pre-Class Workload

The course thoughtfully considers students' pre-class workload. For example, course materials, which may include a series of video segments, do not exceed a total duration of 20 minutes (This length should be less for younger learners). As for the overall weekly pre-class workload, the key is to maintain an appropriate balance, considering 1)the learning objectives or competencies aimed at,  2)the anticipated overall student workload, and 3)the nature of the subject matter (disciplines such as law or philosophy might necessitate a greater amount of pre-class input). The course explicitly specifies the amount of time required for pre-class activities. The pre-clas materials are provided at least one week before the live classes, offering sufficient time for student engagement and comprehension.

Transitioning from Pre-Class to In-Class

At the beginning of the lesson, a brief review of the pre-class content is conducted, preferably as a student-active recall activity (e.g., retrieval practice, low-stakes quiz, think-pair-share). The review is guided by the pre-class assessment results and targets gaps or misconceptions. It is not a re-teaching or re-presentation of the pre-class material.

OR

Based on the formative in-class review assessment results, whole class feedback is conducted.

Facilitating In-Class Learning

There is vigilant monitoring, when necessary learner guidance and support (scaffolding: e.g., easy to difficult tasks, acting as a guide on the side) and feedback.

Teacher Lecturing

In-class time is built around student activity rather than instructor explanation. The instructor may still explain or demonstrate to introduce material that didn't fit into pre-class, to fill gaps revealed by pre-class work, to prepare students for an upcoming task, or to help when students get stuck during a task. These explanations stay short and are broken up by student work, not delivered as long stretches.