Maximizing the Blended Learning Curriculum

by Using the “Flipped Classroom” Approach in the Workplace

Dr. Charlotte L. V. Thoms

Associate Professor Business Studies Department

National Technical Institute for the Deaf Rochester Institute of Technology

June, 2013

ABSTRACT Throughout the country, classes are flipping! As the blended learning curriculum

has emerged as sound pedagogy, the flipped classroom should be a comprehensive learning model exemplifying the goals of instructional content.

Instructors who desire to develop an engaging learning opportunity through an

innovative lens of creativity will enjoy strategies helping students to place content into context.

This presentation will show the impact of the blended learning curriculum using the flipped classroom approach in the classroom and subsequently in the classroom

on the success of deaf and hard-of-hearing students in general business courses.

It will demonstrate how to flip your classroom and not leave the curriculum upside down.

MEET NTID Na#onal  Technical  Ins#tute    

for  the  Deaf    

1,547  Students  30  Accredited  Programs    

Diversity    

52%  -­‐  Male  48%  -­‐  Female  

29.3%    -­‐  Minority  2.7%  -­‐  Interna#onal  

 

BUSINESS  STUDIES  DEPARTMENT  Associate  Degrees  Accoun2ng  Technology  

Administra2ve  Support  Technology  Business  Technology  

   

 

GENERAL  BUSINESS  COURSES    

Orienta2on  to  Business  Fundamentals  of  Management  Fundamentals  of  Marke2ng  

 

All  the  instructors  use    American  Sign  Language    to  teach  the  courses.  

TEACHING TRENDS PREPARE FOR THE WORKPLACE

NET GENERATION DIVERSE LEARNING STYLES

PHILOSOPHICAL RATIONALE

BLENDED LEARNING CURRICULUM

A pedagogically-sound, comprehensive instructional model that combines face-to-face classroom instruction with online activities.

Replaces a portion of the traditional dialogue

(lecture) used for learning to an online activity (homework or activities). Learning activities that would take place during class time are moved online.

According to its proponents, the strategy creates a more integrated approach for both instructors and learners.

FLIPPED CLASSROOM APPROACH

A comprehensive instructional model that combines face-to-face classroom activities with online instruction.

Flips the traditional dialogue (lecture) used for

learning to online instruction and moves the activities (homework and activities that indicate acquisition) to the classroom.

According to its proponents, the strategy creates

a more integrated, interactive approach for both instructors and learners.

Blending the Functions Analytical vs Creative

Right Brain Functions § specializes in nonlinguistic functions § uses complex visual and spatial processes § uses feeling and imagination § prefers symbols and images § appreciates concepts § is impetuous and risk-taking

Left Brain Functions § specializes in linguistic functions § uses analytic processes § uses rational, fact-based decision making § perceives order and patterns § comprehends concepts § is strategic and practical

BLENDED LEARNING CURRICULUM

…a course curriculum is one •  that integrates asynchronous with synchronous

activities •  that replaces a portion of synchronous with

asynchronous

WHAT IS FLIPPED? Around  the  world,  teachers  have  flipped  the  tradi2onal  classroom.  

EXPECTED OUTCOMES

•  Critical thinking •  Independent learning •  Transition of skills learn

Learning Pyramid

Survey Results for Flipped Classroom Fundamentals of Management and Fundamentals of Marketing

N  o  =  22  Check  Box                        Male                                          Female  

Strongly  Agree  

Agree   Undecided   Disagree   Strongly  Disagree  

I  like  doing  homework  in  class.   50   36   9   5   0  

I  like  my  teacher  being  in  the  class  to  answer  my  homework  ques2ons.  

59   41   0   0   0  

My  homework  grades  have  improved  using  the  flipped  classroom  approach.  

59   36   5   0   0  

I  am  more  comfortable  doing  my  homework  in  the  classroom.   55   35   5   0   5  

Classes  are  more  flexible  and  relaxed.   64   31   5   0   0  

I  believe  I  am  learning  more  about  the  course  by  doing  homework  in  class.  

50   27   18   5   0  

I  like  asking  my  classmates  ques2ons  about  the  homework.   50   31   14   0   5  

I  like  looking  at  the  power  point  presenta2on  online.   45   45   10   0   0  

Flipped  classroom  makes  doing  homework  easier.   36   59   5   0   0  

I  like  being  responsible  for  my  learning.   68   22   5   5   0  

Classes  are  more  interes2ng  using  the  flipped  classroom.   41   45   14   0   0  

Overall,  I  am  sa2sfied  with  the  flipped  classroom.   41   45   14   0   0  

Survey Results for Blended Learning Fundamentals of Management and Fundamentals of Marketing

N  o  =  22  Check  Box                        Male                                          Female  

Strongly  Agree  

Agree   Undecided   Disagree   Strongly  Disagree  

I  like  60/40  approach  to  learning.   55   36   9   0   0  

I  like  being  responsible  for  my  learning   55   35   5   5   0  

I  enjoy  being  crea2ve  with  presenta2ons.   45   45   10   0   0  

Classes  are  more  interes2ng.   55   40   5   0   0  

My  interest  in  the  course  is  greater  with  blended  learning.   55   45   0   0   0  

Overall,  I  am  sa2sfied  with  the  use  of  the  blended  learning  approach.  

45   50   5   0   0  

STUDENTS PERSPECTIVE OF FLIPPED CLASSROOM LIKES

•  Finishing my homework early •  Listening to music •  Getting together in group projects •  Discussing and solving problems

together •  Takes stress off •  Not overwhelmed

DISLIKES •  There is no reason for me to

dislike the FC. •  I do dislike doing my homework in

classroom. •  I didn’t like FC because we waited

until the half of the Quarter to flip it.

METHODOLOGY Flipped Classroom Out-of-Class Assignment •  Mycourses •  View video or powerpoint

In-the-Class Assignment

•  Guidance from professor

•  Homework •  Collaboration with

peers

E-LEARNING

Maximizing Blended Learning by Using the Flipped Classroom in the Workplace.

Blended  Learning  -­‐Integrate  online  instruc2on  with  tradi2onal  face-­‐to-­‐face    -­‐Class  ac2vi2es  in  a  planned,  pedagogically-­‐sound  manner.  -­‐Replace  a  por2on  (60/40  percent)  of  face-­‐to-­‐face  2me  with  online  ac2vity  

Flipped  Classroom  -­‐Allows  teacher  to  be  guide  -­‐Students  take  responsibility  for  their  learning  

-­‐Collabora2on  between  peers  -­‐Students  asserted  in  areas  of  leadership,  mentoring,  and  suppor2ng  -­‐  Homework  grades  improved  

E-­‐Learning  in  Workplace                    -­‐  Students  love  flexibility                    -­‐  Professional  development                    -­‐  Currency                      -­‐  Seamless  connec2on  

E-LEARNING SUPPORTS THE WORKPLACE

Outcomes •  Improved and consistent rates of lifelong

learning •  Improved productivity •  Improved innovation and competitiveness

CONCLUSION The workplace of tomorrow is the classroom of today. Students bring to the workplace learning activities that

embrace change and do not challenge the inevitable. “E-learning has the potential to transform how and when

employees learn. E-learning in the workplace delivers content into context immediately through technology.

To be successful in the 21st century, maximizing the blended learning curriculum by using the flipped classroom approach

must target e-learning in the workplace for the future.

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Questions