Get started with Flipped Classroom
Flipped Classroom is more than just using video in the learning platform. Even minor adjustments to the course design can be counted as a Flipped Classroom method. Here you can read about how to get started, what tools you can use and what you can think of.
Start discussions about the study material
Make sure that the studying material you hand out is actively used by the students. You can use different types of materials such as video, text and articles, refer to web pages, animations or other things that suit your course, but the students should interact with the material and each other to benefit as much as possible from the Flipped Classroom method. To only read a text or watch a video is not enough. It is important to start discussions about the studying material and make the students think through the information they are processing.
Tools supported by KTH
There exists many different tools for Flipped Classroom and KTH supports a few of them:
- KTH Play for videos
- Quizzes for self-correcting questions
- Discussion forums for discussions between students.
- Zoom for lessons.
Canvas is the gathering point for all these tools, to greater or less extent, and should be used to connect all different parts of the course. For instance you can add the Zoom-link on the start page of your Canvas course and add videos from KTH Play to your assignments.
Embed video into your Canvas course via KTH Play
You can add videos to Canvas from KTH Play in the same way as everywhere in Canvas, aside from New Quizzes which require a different method. More information can be found in the guide Embed video into your Canvas course .
Quizzes about the material
Even if questions are posed and answered in the discussion forum it is difficult to get a view of how many students actually understood the content. Furthermore it is difficult to ask questions with only one correct answer in a discussion forum since the first correct answer offers a key to the rest. Canvas quizzes is a good tool and makes it easier to get statistics about what is difficult to understand and how many who have actually watched the video.
Practice instead of tests
These quizzes should be compulsory but not crucial for the final grade. The best use is when they give students a feeling that they have understood the content, or know what more to learn, and when they give you information about how students are doing overall. The quizzes should not be considered as tests but as practice which can be achieved by giving the students unlimited attempts.
Both videos and texts can be divided into smaller parts and be included in each question instead of placing the whole video/document in the instructions. It makes it clear when the students are supposed to answer questions and if they have to return to a specific point if they do not understand the question they have less content to search through. Another option is to write "Please answer question 1 now" in the text or video even if this option is less natural.
Encourage student discussions
The discussion forum in Canvas is good for making students comment and answering discussion questions. Of course you can add your video or text on a page in Canvas and ask the students to discuss it in the forum, but it is easier to return to the material if it is included in the post. We recommend that you add the text or video in the post together with introduction text, possible discussion questions or other relevant information you would like to include.
Ask the students to refer to where in the video/text they are when they ask a question or write a comment so that you and other students easier can find what they want to address.
Encourage the students to ask their own questions and discuss other aspects than the ones you have given, e.g. by preparing a few questions such as "What did you find confusing or difficult to understand"? or "Do you agree or disagree with the arguments and conclusion?". The students will lead their own learning and maintain their interest.
Do not be too active in the discussion threads. Let the students be wrong and give them a possibility to discuss different answers rather than you stepping in and presenting the correct answer.
Zoom and hybrid teaching
Zoom can be used in several ways in teaching. The tool has functions that promote interactivity and different ways of designing the course content.
Synchronous and asynchronous
A synchronous occasion is when everyone in the class meet at the same time, through Zoom or in a classroom whereas asynchronous learning happens at different times for all students. Both discussion threads and quizzes, that are asynchronous, can preferably be used before and after synchronous occasions.
Please use the synchronous time for discussions and explanations of topics that the students find challenging. A good way of synchronously conducting discussions is by dividing the students in different Breakout Rooms in Zoom. In Breakout Rooms you can:
- Divide the students in randomized groups where they can discuss the assignment.
- Create groups based on themes/assignments/areas that the students can choose from and assign to.
- Prepare groups that are supposed to discuss a topic. After some time the students split and form new groups with one student from each of the the first groups with the aim to describe their topic to the new group.
- Assign students into small groups for shorter discussions several times during a lesson. This can be done often and be compared with when you ask students to discuss a question with the student sitting next to them.
Important social aspects
Flipped Classroom means much time spent on asynchronous learning for the students and more efficient use of time in class, but it can easily lead to students feeling disconnected from the course and forced to interaction with strangers when they are to discuss with other students. It is important especially for remote teaching where the students perhaps never meet each other other than in Zoom. All inefficient, but important health-wise, socializing disappears and the contact between students or to you as a teacher is weakened.
How can I create a sense of belonging in the digital classroom?
There are several different methods for creating a sense of belonging among the students but it is often enough by showing that you are human and that you give the students the option to create contacts. Here are some suggestions to consider and choose from:
- Upload a short video where you introduce yourself and ask the students to upload their own video presentation.
- Ask the students to introduce themselves to each other in Breakout Rooms before they start a discussion.
- Open the Zoom room 10 minutes before the lesson starts and keep it open 10 minutes after the lesson ends. You do not have to be active but it gives your students the option to socialize in a way they would have done in the classroom.
- Be present in Canvas. It means that you can write a short greeting when you upload a PowerPoint presentation from today's lesson or remind the students that you have a guest lecturer by writing an Announcement.
- Ask the students to send a short video/sound file where they inform you what they would like you to call them, in case it is not the name in their profile. Practice that pronunciation if necessary and if you are going to meet the students face to face (during oral examination, consultation, explanation of labs etc.) you can listen to their names beforehand to pronounce it correctly.
- Inform about your "office hours" meaning when the students can contact and reach you. It can be via Zoom, e-mail, chat or other solution, what is important is that they know when to expect a reply from you. This also avoids you being forced to be constantly available.
As a teacher, how can I kickstart communication and collaboration in my course with the help of digital tools? Stefan Hrastinski (professor at the Digital Learning unit) gives his tips based on research on social learning. Read about Communication and collaboration .