4. Common Misconceptions
The common misconceptions on the Flipped Learning Model are:
a. The teacher’s role is diminished in Flipped Learning
As noted by the authors, the presence of skilled professionals to facilitate learning activities is central to the successful deployment of Flipped Learning. As opposed to popular belief that teachers are less required in this mode of learning, they are needed to initiate when and how to deploy this alternative model of instruction. Teachers have to manage the transition from the traditional lecture-centered methodology to the innovative Flipped Learning approach and provide guidance to students, as and when required.
b. Teachers have to video-record all their lectures
It is not uncommon for teachers …show more content…
As children are seen to be more involved and are doing more homework than usual, parents may get uncomfortable with it and may actually be skeptical toward this mode of learning. Bringing parents on board, communicating with them on the benefits of flipped learning and managing their expectation will allay their concerns and fears about the approach used in flipped learning.
5. Do you think it will be the future?
As much as there are scepticism, concerns and impediments with regard to Flipped Learning as a model of instruction, there are obvious benefits that could be derived from its adoption as a model for learning.
Despite concerns, such as students not having access to internet at home, teachers lacking the technical competence to produce teaching materials, and administrators not providing adequate support and motivation to teachers during the transition to flipping their classroom; benefits of Flipped Learning are too great to be ignored.
Recognising that there will be associated teething problems encountered during its adoption, attempts to propagate Flipped Learning should be continued to harness its benefits. The authors quoting findings from a survey undertaken at Teachers’ College, Columbia University (2012) painted a positive outlook for Flipped …show more content…
Given this understanding, my opinion is that Flipped Learning, despite being at its infancy in most Asian countries, is envisaged to play a more prominent role in contemporary education in the 21st. century. However, as Flipped Learning being an alternative model of instruction, its use should be selective and not as an outright replacement for every lecture! It is assumed that educational institutions embarking on Flipped Learning must ensure that teachers are adequately prepared and trained to play the role of facilitators, as opposed to their traditional role as lecturers. Crucial to its success is also the early involvement of administrators and parents, as expectation has to be managed from its
The common misconceptions on the Flipped Learning Model are:
a. The teacher’s role is diminished in Flipped Learning
As noted by the authors, the presence of skilled professionals to facilitate learning activities is central to the successful deployment of Flipped Learning. As opposed to popular belief that teachers are less required in this mode of learning, they are needed to initiate when and how to deploy this alternative model of instruction. Teachers have to manage the transition from the traditional lecture-centered methodology to the innovative Flipped Learning approach and provide guidance to students, as and when required.
b. Teachers have to video-record all their lectures
It is not uncommon for teachers …show more content…
As children are seen to be more involved and are doing more homework than usual, parents may get uncomfortable with it and may actually be skeptical toward this mode of learning. Bringing parents on board, communicating with them on the benefits of flipped learning and managing their expectation will allay their concerns and fears about the approach used in flipped learning.
5. Do you think it will be the future?
As much as there are scepticism, concerns and impediments with regard to Flipped Learning as a model of instruction, there are obvious benefits that could be derived from its adoption as a model for learning.
Despite concerns, such as students not having access to internet at home, teachers lacking the technical competence to produce teaching materials, and administrators not providing adequate support and motivation to teachers during the transition to flipping their classroom; benefits of Flipped Learning are too great to be ignored.
Recognising that there will be associated teething problems encountered during its adoption, attempts to propagate Flipped Learning should be continued to harness its benefits. The authors quoting findings from a survey undertaken at Teachers’ College, Columbia University (2012) painted a positive outlook for Flipped …show more content…
Given this understanding, my opinion is that Flipped Learning, despite being at its infancy in most Asian countries, is envisaged to play a more prominent role in contemporary education in the 21st. century. However, as Flipped Learning being an alternative model of instruction, its use should be selective and not as an outright replacement for every lecture! It is assumed that educational institutions embarking on Flipped Learning must ensure that teachers are adequately prepared and trained to play the role of facilitators, as opposed to their traditional role as lecturers. Crucial to its success is also the early involvement of administrators and parents, as expectation has to be managed from its