mhnurse1
SOME KEY POINTS from this ARTICLE:
Some variations from previous studies were found:
Unexpectedly, our results regarding the benefits of accountability assignments diverged from those of previous studies. Consistent with the idea that pre-class learning is key to students’ ability to benefit from in-class exercises (Sweller, 2020), past meta-analyses have found that flipped interventions are more effective when they hold students accountable for watching the vodcasts before class (Hew & Lo, 2018; L.g & S.le, 2019; Lo et al., 2017; van Alten et al., 2019).
In contrast, we found that formally assessing students’ preclass preparation was, at best, neutral, and at worst, deleterious to students’ academic outcomes.
PERHAPS best to avoid “formal” assessment of their prep – an informal assessment most likely better to prevent negatively impacting on academic outcomes. Informal quiz, do it outside of class. For their own benefit.
Enable them to catch up by watching any vids and making notes in-class whilst setting up other spaces and allocating people to their relevant “tables” – green (ok – reaching the goals comfortably), orange (need more support), purple (need more enrichment – development) – stretching.
Although utilizing in-class quizzes did not influence students’ outcomes one way or another, courses that held students accountable via preclass assessments (e.g., worksheets, quizzes) actually demonstrated fewer gains from flipped learning than courses with no accountability.
Develop culture of accountability rather than enforcing accountability. (Reward rather than punish). Facilitate catch-up to encourage socialization to being ready and learn that being ready means that doing class is easier, rather than punishing for not being ready.
Unlike in-class quizzes, preclass quizzes, or worksheets may encourage students to approach vodcasts with the goal of completing the assessment rather than learning the material. Yet, despite avoiding this pitfall, in-class quizzes still did not yield any advantage in our study. Given that most of the meta analyses showing a positive effect for accountability included primary/secondary students in their sample, it may be that accountability is less important for flipped learning outcomes in higher education, where self-regulation abilities are generally higher (Wigfield et al., 2011). However, it is also possible that the association
is spurious (e.g., instructors of highly motivated learners may not need to assign accountability and may also have students who are most likely to benefit from flipped learning), suggesting that more research is needed before firm conclusions can be drawn.
I.e. Jury is out here – so sense-checking motivation, encourage good self-regulation and assess ability to self-regulate learning – if it’s higher then most likely the accountability will follow – will be a better strategy than cracking the whip, being punishing and enforcing accountability. You can’t force accountability, but you can coach, be motivating/instructional and reward effort, appraise self-regulation, encourage and refer to appropriate coaching methods and support. Use of Vygotskian ZPD to enable peer-learning and role-modelling using a social constructivist approach in alignment with the PON will most likely create a better atmosphere.
VODCASTS
Indeed, both qualitative research and review articles suggest a number of design factors that are likely to influence the efficacy of the flipped classroom, including the quality, duration, and style of the vodcasts; the use of collaborative versus independent learning; the regularity and timeliness of instructor guidance and feedback; and the constructive alignment of pre- and in-class activities (Ak.ayır & Ak.ayır, 2018; Kim et al., 2014; Lo et al., 2017; McLaughlin et al., 2016).
GETTING STYLE RIGHT OF VODCASTS – STYLE GUIDE. HIGH QUALITY, SHORT DURATION (3-5mins <20 mins tot – ideally about 12 mins – depending on whether INTRO (short) or CONCEPTUAL DEPTH REQUIRED – within 15 mins). Everything should be explicable in a MAX of <15 mins (i.e. 5×3 min vodcasts or 3×4 min vodcasts etc). BEING COLLABORATIVE. (Principles of CBT apply here). GET CONSTRUCTIVE ALIGNMENT of BEFORE AND IN-CLASS ACTIVITIES. GET TEACHER FEEDBACK REGULAR, TIMELY, ON-GOING COACHING STYLE FEEDBACK and direction to learning support.