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This article addresses the definition of FL based on learning theories. The proper FL approach has been suggested to develop ICT skills of HNUE students.
RESEARCH, EXCHANGE FLIPPED CLASSROOM MODEL FOR IMPROVING COMPUTER SKILLS OF STUDENTS MAJORING IN PEDAGOGY NGUYEN HOAI NAM * namnh@hnue.edu.vn VU THAI GIANG Abstract: With the support of information and technology (ICT), teachers have many options to enhance the teaching effectiveness Flipped learning (FL) approaches have students use technology to access the lecture and other instructional resources outside the classroom in order to engage them in active learning during in-class time Scholars and educators have reported a variety of outcomes of a flipped approach to instruction This article addresses the definition of FL based on learning theories The proper FL approach has been suggested to develop ICT skills of HNUE students Keyword: blended-learning, b-learning, flipped learning, ICT skills, learning theory Introduction Model of the flipped classroom or flipped learning (FL) is a one type of Blendedlearning (B-learning) has drawn attention recently [2],[7] In the learning modality, the lesson materials were delivered to the learner to study before coming to the class By that way, the time for active learning of learners at class increases because the teacher does not need to talk much about the lecture For that reason, the skills of communication, independent studying etc of learners are enhanced [4] By studying 62 papers in the technical fields related to the FL model in the period of 2000 - 2015, Aliye et al come to the conclusion that the flexible learning environment was created with the features of learner as critical thinking, long life skills and active skills Learners are more active in learning in comparision with the traditional modality [1] The application of FL modality has been applied variously to different kinds of education as general education, higher education and vocational education Many subjects and fields included the information technology and communication (ICT), STEM (Science -Technology - Engineering - Math) have been supplied in the FL model [3], [6] According to the analysis of Giannakos’ works, the major technologies used for FL are lecture videos, electronic books and simulations The applications supported via web environment as wiki, weblogs, e - portfolios account for the convenient development of FL model [6] ICT skills are essential for the teacher in the 21st century [10] However, the ICT subject for the 1st year student of Hanoi National University of Education (HNUE) has been teaching within six weeks with one lesson per week The skills for exploiting Internet and learning softwares are major requirements in the subject Because of the limitation of learning time in class, the * Nguyen Hoai Nam : Hanoi National University of Education 44 Volume 51 - No.12/2017 NATIONAL INSTITUTE FOR VOCATIONAL EDUCATION AND TRAINING RESEARCH, EXCHANGE application of FL model for the ICT subject is possible The paper addresses the questions: (1) What is the FL model?; (2) How to evaluate the FL model?; and (3) What is the suitable FL model for improving ICT skills of student majoring in pedagogy? The content 2.1 Methodology The studying use the theoretical methodology Based on the analysis of other researches, the paper mentions about the features and evaluation for the FL model at the current The users have choices to select a suitable FL types on the basis of the studying The FL model and procedure of application framework has been proposed for developing ICT skills of student majoring in pedagogy 2.2 The FL model The concept of FL model was developed by Lage and co-workers in 2000 to meet the different requirements of learners The simplest definition of FL concerned as: “Inverting the classroom means that events that have traditionally taken place inside the classroom now take place outside the classroom and vice versa” [page 32, [8]] The activities in comparision between the traditional versus FL classroom briefly described as follows: Table Activities transformed between FL and traditional classroom (TL) Modality Inside class Outside class Tradition Lesson/Lecture Exercise and practice FL Exercise and practice Lecture video With the extension of group activities, FL briefly describe as: Table Activities of extensive FL Inside class Outside class Question - Answer Lecture video Group activities/Solve open problems Close questions and exercise practice There are several views about the basement for FL model as learning theories On the basis of analysis 62 technical related papers, Aliye et al proved the theories for developing the FL model as active learning theory and others [1] The FL model consist of essential features as follows [1],[2],[3]: Type of B-learning which combines the online and face-to-face modality The inversion of learning process Learners have tasks to study documents/ lecture videos in the online modality by themselves, they will be explained by the teacher/mentor in the class (face-to-face modality) later The relationship between the learner and teacher which focuses on the learner’s role Learners take the center role for the learning activities via exploring the knowledge The teacher takes a possiblity as the intructor or mentor to support and organise learning activities Both learners and teachers take part in the evaluation and self evaluation with the supports of ICT (the web platform) Learning methodologies mainly are active learning methods NATIONAL INSTITUTE FOR VOCATIONAL EDUCATION AND TRAINING Volume 51 - No.12/2017 45 RESEARCH, EXCHANGE Learning facilities are modern facilities The learning resources in the digital form which includes mutimedia and lecture videos delivered online The inversion of learning process is the distinguished feature of FL model to other types of B-learning For the reason, it needs the essential requirements for the facilities, foundation of ICT and ICT skills of learners and teachers The FL model has been applied in various case studies for different levels of learner, fields and subjects [3],[6] 2.3 The evaluation of FL model On the basis of synthesis of document researches [1-8] and the analysis and views of authors, the FL model has advantage and disvantage as follows: 2.3.1 The advantages of FL model The environment and subjects: Because FL is one type of B-learning, it has the convenient of B-learning On the other hands, the flexible learning environment is feature of FL due to the learner centred orientation Learners have choiced to select suitalble time, place and learning modality Flexible evaluation and various types of evaluation which consist of formative and summative are options for teacher The methodologies and organisation: Because time saving for learners in the class, the teacher can use active methods as group-working, problem-based etc to promote learners critically studying The content: The content designed by the teacher to guide learners self studying outside classroom The facilities and technologies: Various facilities consists of many softwares or authoring tools to edit multimedia data and web platform as blog, wiki, social networks and learning management system (LMS), thus the interaction updates quickly 46 Volume 51 - No.12/2017 2.3.2 The disadvantages and challenges of FL model The environment and subjects: The web learning environment may cause disadvantage for learners self studying Learners may lost concentration on the content of tasks during learning outside class They may be bored by the lecture video Many researches revealed that learners read slides instead watching lecture videos Negative attitudes of learners as reluctance or resistance may occur Learners also will feel overloaded if the tasks or assessments are too difficult or heavy to their knowledge and psychology which take the entertainment time The methodologies and organisation: It is inconvenient for the teacher guiding and instructing for the learners in class The teacher also meets difficulty to maintain the active activities for learners through out the lesson related to the tasks and assessments they did at home The content: The challenges to the teacher are designing the interesting contents, suitable tasks and assessments to the learners It is a consumed time for the teacher as preparing the learning resources in B-learning modality The facilities and technologies: The issues of ICT infrastructure may be a great concern for several zones The troubles in using the access devices and internet services as the limitation of data speed etc may affect negatively toward both learners and teacher Other issues of using softwares also make the stakeholders’ spirit down 2.4 A FL model for improving ICT skills of HNUE student Ispite of the disvantanges and challenges for employing the FL, the advantages and accomplishments of the FL model can be confirmed On the basement of NATIONAL INSTITUTE FOR VOCATIONAL EDUCATION AND TRAINING RESEARCH, EXCHANGE the analysis of the learners’ psychology and knowledge and the learning subject, the FL model can be exploited for the whole or parts of the learning content The application for the ICT skills practice for HNUE is possible due to the following reasons: The learning content: The major tasks for the learners are practical By watching the tutorial videos and tutorial pictures, the learners have visual aids to accomplish the missions The available resources on the internet in various types of data are convenient for the teacher designing or making a task for the learners’ employment The facilities and technologies: Because the facilities and technologies are also the learning object for studying, the learners feel not strange The available internet connected learning room and library free for the students using are convenient in exploiting FL model In the paper [5], a process consisted of three steps for the implementation of the FL model was suggested for teaching the Access management system data The process should be clarified in more details as follows, due to the authors’ view: Step (Analysis): Analyse the curriculum and the learning content to select a suitable content for employing in the FL modality The teacher has to determine the learning objective to promote the learners developing competencies corresponding to the content Step (Design): o D2.1: Arrange the curriculum and resources for the subject consistently to the learners’s ability o D2.2: Design learning activities for the self studying of learners outside class to prepare for the class activities class o D2.3: Design learning activities inside o D2.4: Design learning evaluation and learning feedback of learners Step (Implementation): Organise learning activities in the form of FL model Step (Evaluation/Feedback): Evaluate in the formality of formative and summative and get the feedback of learners to adjust properly in time The process is controlled [9] After having carried out the 4th step, the start point comes back to the 1st to adjust the design and implimentation for the next same subject course 2.5 Discussion The FL model has been applied for several grade levels, especially students in colleges and universities The features, the advantages and disadvantages in applying FL model were analysed to bring about the concerns of adjusting consistently with subjects and learners Developing the ICT skills to the freshman confronts both the advantages and disadvantages Students from different departments were divided into the internet connected class, according to the current organisation The learners come from different zones whereas many from the rurals and mountains in difficulties of infratures as ICT facilities, internet connected devices… The facts partly account for the limitation of doing tasks outside the class The familiar basic contents to some students may cause the subjective opinion of learners Because most students have no ideas of the ICT skills needed for the studying subjects in the curriculum or career, the lack of motivation in learning and practising is existent If there is no strict rule for requirements and evaluation, the learners will be reluctant or relying on others or avoiding the tasks Therefore, beside the learning interest should be concerned to the learners, the pressure in accomplishment is needed NATIONAL INSTITUTE FOR VOCATIONAL EDUCATION AND TRAINING Volume 51 - No.12/2017 47 RESEARCH, EXCHANGE In fact, the negative side of attitudes of learners in doing tasks should be considered as the relying on others in team working, focusing only for exam preperation etc [5] For most types of learners at average ability, the self studying of FL model is proper to the low level of Bloom taxonomy as remmembering and understanding The learners should be in practical and evaluated in class for the complicate subjects which need higher level in knowledge and skills accordance with Bloom taxonomy [1-7] The experience of designing video contents, not consuming time, for example, and the interaction of learning content with the learners for self-studying should be raised with great concerns [1], [4], [6] Though there are controversy about the real effectiveness of FL model to the traditional model as the students’ perception and archievements [1],[4],[11], the FL model is still expected to enhance the students learning results Although the FL model has not been applied fully for total ICT practising skills courses, the analysis still is the basement to employ the model to improve the learning quality for the students Conclusion The FL model was analysed to show the posibility to the application in training for students in pedagogy and ICT skills practice The learning process in the FL model is inverted in comparison with the traditional model, which encourages the active activities of students in learning In this model, the learners is centered of learning process whileas the teacher plays an important role of designing and organising the learning content and activities With the concerns of the disadvantages and challenges of the FL models, it will be a suitable choice for improving ICT skills practice of pedagogic students and need to be examined of the real effectiveness in the next works 48 Volume 51 - No.12/2017 References [1] Aliye K.I, Nadia J.C and Charles T.J (2017) A systematic review of research on the flipped learning method in engineering education British Journal of Educational Technology 00,00 doi:10.1111/bjet.12548 [2] Bergmann, J., & Sams, A (2012) Flip your classroom: Reach every student in every class every day s.l.:International Society for Technology in Education [3] Bishop, J L., & Verleger, M A (2013) The Flipped classroom: A Survey of the research In Proceedings of the 120th ASEE National Conference 30, pp 1-18 Atlanta, GA: ASEE [4] Chung KL, Khe FH (2017 A critical review of flipped classroom challenges in K-12 education: possible solutions and recommendations for future research Research and Practice in Technology Enhanced Learning 12, doi: 10.1186/ s41039-016-0044-2 [5] Nguyen The Dzung (2015) Research to use flipped classroom model, the difficulties and challenges and the applicability Educational Sci 60 (8D), tr8592 Doi: 10.18173/2354-1075.2015-0258 (Vietnamese version) [6] Giannakos, M N., Krogstie, J., & Chrisochoides, N (2014) Reviewing the flipped classroom research: Reflections for computer science education In Proceedings of the Computer Science Education Research Conference (pp 2329) New York, NY: ACM [7] Houston, M., & Lin, L (2012) Humanizing the classroom by flipping the homework versus lecture Proceedings of the Society for Information Technology & Teacher Education, pp 1177-1182 NATIONAL INSTITUTE FOR VOCATIONAL EDUCATION AND TRAINING RESEARCH, EXCHANGE [8] Lage, M J., Platt, G J., & Treglia, M 2000 Inverting the classroom: A gateway to creating an inclusive learning environment The Journal of Economic Education, 31(1), 30-43 [9] Nguyen Hoai Nam, Vu Thai Giang, Vu Dang Luat B-learning issues: a suggestion for developing the framework Educational Sci 61 (11), pp 57-65 Doi: 10.18173/2354-1075.2016-0216 [10] Unesco (2011) Unesco ICT competency framework for teachers United Nations Educational, Scientific and Cultural Organization Accessed on 10/3/17: http:// unesdoc.unesco.org/ images/0021/002134/213475E.pdf [11] Mason, G S, Shuman, T R, & Cook, K E (2013) Comparing the effectiveness of an inverted classroom to a traditional classroom in an upper-division engineering course IEEE Transactions on Education, 56(4), 430-435 NATIONAL INSTITUTE FOR VOCATIONAL EDUCATION AND TRAINING Volume 51 - No.12/2017 49 ... employ the model to improve the learning quality for the students Conclusion The FL model was analysed to show the posibility to the application in training for students in pedagogy and ICT skills. .. learning process in the FL model is inverted in comparison with the traditional model, which encourages the active activities of students in learning In this model, the learners is centered of. .. EXCHANGE In fact, the negative side of attitudes of learners in doing tasks should be considered as the relying on others in team working, focusing only for exam preperation etc [5] For most types of