Flipped learning is not place-based
Posted January 18, 2016on:
The design of the flipped classroom is likely to be place-based. Conversations tend to start with “Outside the classroom, I would like students to…” while “Inside the classroom, they should…”. There is nothing wrong with this provided the activities outside and inside the classroom are strategic, well-designed, and meaningful.
The problem with this approach might be that teachers do not really change the way they teach. For example, they could still only be delivering content outside the classroom and not building upon it inside. This approach might also limit what students do: They do only as the teacher dictates.
Flipped learning is about transferring the responsibility and ownership of learning to students. It is about motivating students to create content, to teach themselves, and to teach others. It is nurturing more independent and self-directed learners.
The creating of content and teaching is not limited to the outside or inside of the classroom. It happens in both because there are no silos of activities but a continuum of effort. Flipped learning is a realisation of the anytime-anywhere promise of technology.
Flipped learning goes against the grain of time tables, fixed curricula, academic grouping of students, and other artificial constructs of schooling. It leverages on the natural inclinations of learners when these constructs are not put in front of them. That might be why it is so much easier to flip the classroom than to flip the learning.