TY - JOUR
T1 - When the flipped classroom disappoints: engaging students with asynchronous learning
AU - Syska, A
PY - 2021/10/13
Y1 - 2021/10/13
N2 - The challenge
Moving teaching online meant designing synchronous and asynchronous activities that
would allow as many students as possible easy access to learning. A lot of educational
support was available from the start of this emergency pivot, and much of the early advice
recommended asynchronous teaching (Brown University, 2020) as a form of flipped
classroom, or even encouraged refusal to do synchronous teaching altogether (BarrettFox, 2020).
What we all quickly realised was that it takes more time to teach online than it does in a
standard classroom. Interactions flow less naturally, creating longer pauses between
contributions; moving between breakout rooms and the main room can be messy; late
arrivals and technical difficulties cause interruptions; not to mention student reluctance to
participate or unmute/turn on the camera. It also takes more time to build rapport online,
especially in the context of learning development sessions, which lack continuity across a
semester or academic year. As a result, I found myself not being able to deliver the same
amount of instruction and interaction as I was used to. The most logical solution to this
problem was to draw on my experience of subject teaching and introduce the flipped
classroom (Mazur, 1997; Talbert, 2017).
AB - The challenge
Moving teaching online meant designing synchronous and asynchronous activities that
would allow as many students as possible easy access to learning. A lot of educational
support was available from the start of this emergency pivot, and much of the early advice
recommended asynchronous teaching (Brown University, 2020) as a form of flipped
classroom, or even encouraged refusal to do synchronous teaching altogether (BarrettFox, 2020).
What we all quickly realised was that it takes more time to teach online than it does in a
standard classroom. Interactions flow less naturally, creating longer pauses between
contributions; moving between breakout rooms and the main room can be messy; late
arrivals and technical difficulties cause interruptions; not to mention student reluctance to
participate or unmute/turn on the camera. It also takes more time to build rapport online,
especially in the context of learning development sessions, which lack continuity across a
semester or academic year. As a result, I found myself not being able to deliver the same
amount of instruction and interaction as I was used to. The most logical solution to this
problem was to draw on my experience of subject teaching and introduce the flipped
classroom (Mazur, 1997; Talbert, 2017).
UR - https://pearl.plymouth.ac.uk/context/sc-research/article/1283/viewcontent/When_20flipped_20classroom_20disappoints.pdf
U2 - 10.47408/jldhe.vi22.771
DO - 10.47408/jldhe.vi22.771
M3 - Article
SN - 1759-667X
VL - 0
JO - Journal of Learning Development in Higher Education
JF - Journal of Learning Development in Higher Education
IS - 22
ER -