Moving beyond the traditional flipped learning classroom to a flipped learning environment
Purpose
This educational session will describe how the Flipped classroom can move beyond on line lectures to an environment that engages students in deeper learning. Using the SOLO (Structure of Observed Learning Outcomes) model of learning proposed by Biggs and Collis (1982) as a framework flipped learning environments can be designed to transition students along learning experiences of increasing cognitive complexity. This scaffolding approach as identified in the SOLO taxonomy provides faculty a framework for designing learning activities that can aid in moving students along the five stages of understanding identified by SOLO (prestructural, unistructural, multistructural, relational and extended abstract). Using this flipped learning approach faculty act as mentors to aide students in their understanding of the subject matter, develop connections and integrate the material for clinical practice. A SOLO rich flipped learning environment supports student-teacher interactions that engage students in questioning and guiding them to a deeper awareness and insight.
Methods and/or Description of Project
The presenters will provide an instructional presentation that engages participants in collegial discussion surrounding the tenets surrounding Flipped Classroom approach to learning and the SOLO “structure of observed learning outcomes” taxonomy.
Upon completion of this presentation participants will be able to:
1. Discuss the underlining tenets associated with both Flipped Classroom and SOLO “structure of observed learning outcomes” taxonomy to support student centered learning
2. Describe options for SOLO framed Flipped Classroom Experience as a teaching and learning strategy in a physical therapy curricula to create deep learning
3. Design in class and out of class learning experiences using the SOLO taxonomy as a theoretical framework for deep student learning
Results/Outcomes
Presenters will share qualitative data on the impact of the SOLO framed Flipped Classroom Experience approach on student’s critical reasoning.
Conclusions/Relevance to the conference theme: Shaping the Future of Physical Therapy Education
Creating curriculums that develop physical therapy students into evidenced based, critically reflective entry-level practitioners is one of the primary goals for Physical Therapy programs. Academic faculty seeking to design learning environments that create insightful educational experiences for students can use the SOLO (Structure of Observed Learning Outcomes) model in a flipped learning environment to move students from surface learning to a deeper learning thereby fostering student critical reasoning. The SOLO model provides a simple yet robust way of describing how learning outcomes grow in complexity from surface to deep understanding and thus provides a strong educational framework for academicians as they design learning environments.
References
Bergmann J and Waddell D. “To Flip or Not to Flip?” Learning & Leading with Technology June–July 2012: 6–7. Web. 13 Sept. 2012.
Berrett D. “How ‘Flipping’ the Classroom Can Improve the Traditional Lecture.” Chronicle of Higher Education 58.25 (2012): 16–18. Web. 12 Sept. 2012.
Berrett, D. “Physicists Eagerly Try New Teaching Methods but Often Drop Them, Study Finds.” Chronicle of Higher Education 31 Aug. 2012. Web. 13 Sept. 2012.
Brunsell E and Horejsi M. “Flipping Your Classroom.” Science Teacher 78.2 (2011): 10. Web. 12 Sept. 2012.
Kayani, M, Ajmal M, and Rahman, F. Teachers’ perception regarding examination based on SOLO taxonomy. International Journal of Academic Research 2010; 2(6) 208-211
Prakash ES, Narayan KA and Sethuraman KR. Student perceptions regarding the usefulness of explicit discussion of “Structure of the Observed Learning Outcome” taxonomy. Adv Physiol Educ 2010; 34: 145-149.
Reid WA, Evans P and Duvall E. Medical students’ approaches to learning over a full degree programme. Med Educ Online 2012, 17 17205.
Shea P, et al. The community of inquiry framework meets the SOLO taxonomy: a process-product model of online learning. Educational Media International 2011;48: 101-113.
Tune JD, Sturek M and Basile DP. Flipped classroom model improves graduate student performance in cardiovascular, respiratory, and renal physiology. Adv Physiol Edu 2013; 37: 316-320.
Course Objectives
Upon completion of this course participants will be able to:
1. Discuss the underlining tenets associated with both Flipped Classroom and SOLO “structure of observed learning outcomes” taxonomy to support student centered learning
2. Describe options for SOLO framed Flipped Classroom Experience as a teaching and learning strategy in a physical therapy curricula to create deep learning
3. Design in class and out of class learning experiences using the SOLO taxonomy as a theoretical framework for deep student learning
Instructional Methods
Instructional presentation complimented by large group discussion
Tentative Outline/Schedule
Timed outline of content
0-15 minutes Explore the underlining tenets associated with Flipped Classroom
15-45 minutes Explore the underlining tenets associated with SOLO “structure of observed learning outcomes” taxonomy
45-90 minutes Examine the SOLO framed Flipped Classroom Experience as a teaching and learning strategy in a physical therapy curricula to create deep learning
90-120 minutes Engage in SOLO framed Flipped Classroom Experience. Cased based group discussion.