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Kim, M. K., Kim, S. M., Khera, O., & Getman, J. (2014). The experience of three flipped classrooms in an urban university: an exploration of design principles. The Internet and Higher Education, 22, 37-50.

Background

This article describes a mixed method study examining three flipped classroom (FC) environments and the effects of specific design principles. Using the Revised Community of Inquiry (RCOI) Framework, the authors “developed a flipped classroom design framework and identified nine design principles,” (Kim, Kim, Khera, & Getman, 2014. P. 37). The Revised Community of Inquiry Framework builds on cognitive presence, social presence, teaching presence and learner presence; all present in the student-centered learning environment. By determining the students’ perceived correlation between the four RCOI elements, six new design elements were identified and added to three of four of Brame’s (2013) design principles for flipped classroom.

Brame’s existing principles identified for future use in FC models:

• Provide first material exposure prior to class
• Incentivize pre-class preparation
• Assess student understanding

Six new FC design principles developed as the result of this study:

• Provide prompt/adaptive feedback on work
• Provide enough time for students to complete assignments
• Build a learning community through facilitation
• Incorporate familiar and easy-to-use technologies
• Provide clear connection between pre-class work and in-class work
• Provide clearly defined and well-structured guidance

The next section highlights key points from the article.

Key Points

Introduction

• FC models attempt to address the challenges of finite class time while integrating student centered learning
• Using the Revised Community of Inquiry (RCOI) framework using the four elements that create a conducive learning environment
  • Cognitive presence
  • Social presence
  • Teaching presence
  • Learner presence
• Study aimed to determine participants’ perceived value of the FC with respect to the RCOI

Outcomes

• Teaching Presence is critical. Instructors become more like facilitators.
• Students wanted more structured guidance from instructors in the FC model
• Instructors need strong strategies for facilitating student interaction

Design Principles of the FC model

• Students are exposed to material and information prior to meeting in class
• Incentivize pre-class work by including low-stakes grading activity (pre-class)
• Incorporate methods such as formative assessments and low-stakes quizzes to assess student understanding
• Pre-class work should directly connect with in-class work.
• Guidance and scaffolding should be clearly defined and well structured
• Allow enough time to for in-class collaboration on assignments
• Intentionally develop a learning community
• Provide prompt/adaptive feedback
• Minimize technological barriers by using familiar and easy to use technologies

The next section highlights key design principles as suggested by the article.

Design Principles and Explanations

As highlighted in the previous section, nine design principles for the flipped classroom were identified:

• Students are exposed to material and information prior to meeting in class
  • Students prepare for class before class by watching and exploring online learning materials
  • On their own time and schedule
  • Can look up and reinforce new learning in other online locations
• Incentivize pre-class work by including low-stakes grading activity (pre-class)
  •  Instructors observed that about 25% of the students did not complete the pre-class work
  • Online discussions with low-stakes grading motivated more students to complete the assignment
• Incorporate methods such as formative assessments and low-stakes quizzes to assess student understanding
  • Works well for pre-class work in preparation for in-class work
• Pre-class work should directly connect with in-class work.
  • Students should be able to easily connect pre-class work with in-class work
• Guidance and scaffolding should be clearly defined and well structured
  • Students work better when clear expectations and structures are provided
• Allow enough time to for in-class collaboration on assignments
• Intentionally develop a learning community
  • Students develop a network among peers
  • Instructors should work to intentionally create a collaborative environment
• Provide prompt/adaptive feedback
• Minimize technological barriers by using familiar and easy to use technologies

Guiding Questions

1. The authors suggest minimizing technological barriers by using familiar and easy to use technologies. What do you know about design specifications that integrate technology into a flipped classroom model?
2. This study was conducted in classrooms with 50 or fewer students. Can you hypothesize differences that might result from integrating the nine design principles into large size classes?
3. Explain the value of using the first four design principles from Bram (2013) and triangulating data with the Revised Community of Inquiry (RCOI) framework?

Additional Resources

1. Brame, C., (2013). Flipping the classroom. Retrieved from The Vanderbilt University Center for Teaching. Retrieved February 21, 2019 from https://wp0.vanderbilt.edu/cft/guides-sub-pages/flipping-the-classroom/
2. Chen, Y., Wang, Y., & Chen, N. S. (2014). Is FLIP enough? Or should we use the FLIPPED model instead?. Computers & Education, 79, 16-27.