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Experiences of Flipping an
Online Classroom: An
appraisal using Community
of Inquiry Framework
Leena Panicker
Lecturer
Charles Darwin University
leena.panicker@cdu.edu.au
22
What do pirates and
academics have in
common?
33
What was flipped? • Assessment activity and its preparation
• Research and Evidence Based Practice unit
• Core unit in the Nursing and Midwifery Degree
• Essay- Critical analysis of original research (60% weight)
• For external students –online students, 202nos.
44
Why flipped? • The assessment is linked to a mandatory competency
• The assessment covers three learning outcomes of the
unit
• Perceived as a challenging assessment
• Prior evidence of poor engagement (10%)
• University’s strategic plan to use active learning
55
66
Theories and
concepts behind
flipped classroom
• Bloom’s taxonomy of educational objectives
• Kolb’ experiential learning
• Learning theories of Piaget and Vygotsky
• Constructivism
• Dewey’ concepts of ‘community’ and ‘inquiry’
• Community of Inquiry (COI) Framework by Garrison,
Anderson and Archer (2001)
77
Community of
Inquiry Framework
(used with the permission of the
theorists)
Elements of Educational experience by Garrison, Anderson and Archer (2010)
88
Cognitive presence (COI framework)
• Triggering event
– read article
• Exploration
– query in discussion board
(Padlet)
• Integration
– deliberation and critical
discussion in online
classroom
• Resolution
– reflective discussion post
and summative assessment.
99
The flipped activity
1010
Social presence
(COI framework)
Elements of Educational experience by Garrison, Anderson and Archer (2010)
• Safe, open, non-threatening
environment
• Embrace every opportunity
to communicate
• Acknowledge student
participation
• Sense of belonging and
ownership of process
1111
Teacher presence
(COI framework)
Elements of Educational experience by Garrison, Anderson and Archer (2010)
Challenging in online teaching
• Design and organisation
• Facilitating discourse
• Direct instruction
1212
Student performance- 65% increase in engagement
1313
Comparison of Statistical Summary of Grades
Grade
Without flip With flip
Students
(numerical)
Students
(percentage)
Students
(numerical)
Students
(percentage)
HD 12 7% 25 10%
D 29 16% 81 33%
C 33 19% 54 22%
P 45 25% 28 12%
F 17 9% 14 6%
W 41 24% 43 17%
Total 177 100% 245 100%
1414
Student responses
“The workshop presented inspired me to go
that little bit deeper into the research
studies. This unit and indeed the online
workshops have instilled confidence in being
able to being the journey of critical review
of journal articles”.
“As I was reading the assignment
information, I was expecting to have
trouble with and really dislike writing this
assignment but to my surprise I actually
enjoyed it! Yes, it was difficult as it was my
first time ever doing something like this
workshop, but it was worth it”.
1515
Challenges to flip
• Preparation time
• Lack of engagement in pre class activity
• Reluctance to move from traditional
learning style
• Use of technology
• Limited research evidence on
effectiveness
1616
What did I learn?
• Preparation is crucial
(teacher ,content, student)
• Content and context of flip must be
explicit to the learners
• Decide ‘what to flip, when to flip, and
how to flip’
1717
References • Panicker, L. (2017). Experiences of flipping an online
classroom: An appraisal using Community of Inquiry
Framework. Paper presented at the Worldwide Nursing
Conference, Singapore. Retrieved from
http://dl4.globalstf.org/?wpsc-product=experiences-of-
flipping-an-online-classroom-an-appraisal-using-community-
of-inquiry-framework
• The Community of Inquiry Multi-author Blog
https://coi.athabascau.ca/
• Garrison, D.R., Anderson, T. & Archer, W. (2010). The First
Decade of the Community of Inquiry Framework: A
Retrospective. Internet and Higher Education. 13,p.2-9.
DOI: 10.1016/j.iheduc.2009.10.003
• Padlet, online interactive board
https://padlet.com/
Experiences of flipping an online classroom: An appraisal using the Community of Inquiry framework | TLCANZ17

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Experiences of flipping an online classroom: An appraisal using the Community of Inquiry framework | TLCANZ17

  • 1. Experiences of Flipping an Online Classroom: An appraisal using Community of Inquiry Framework Leena Panicker Lecturer Charles Darwin University leena.panicker@cdu.edu.au
  • 2. 22 What do pirates and academics have in common?
  • 3. 33 What was flipped? • Assessment activity and its preparation • Research and Evidence Based Practice unit • Core unit in the Nursing and Midwifery Degree • Essay- Critical analysis of original research (60% weight) • For external students –online students, 202nos.
  • 4. 44 Why flipped? • The assessment is linked to a mandatory competency • The assessment covers three learning outcomes of the unit • Perceived as a challenging assessment • Prior evidence of poor engagement (10%) • University’s strategic plan to use active learning
  • 5. 55
  • 6. 66 Theories and concepts behind flipped classroom • Bloom’s taxonomy of educational objectives • Kolb’ experiential learning • Learning theories of Piaget and Vygotsky • Constructivism • Dewey’ concepts of ‘community’ and ‘inquiry’ • Community of Inquiry (COI) Framework by Garrison, Anderson and Archer (2001)
  • 7. 77 Community of Inquiry Framework (used with the permission of the theorists) Elements of Educational experience by Garrison, Anderson and Archer (2010)
  • 8. 88 Cognitive presence (COI framework) • Triggering event – read article • Exploration – query in discussion board (Padlet) • Integration – deliberation and critical discussion in online classroom • Resolution – reflective discussion post and summative assessment.
  • 10. 1010 Social presence (COI framework) Elements of Educational experience by Garrison, Anderson and Archer (2010) • Safe, open, non-threatening environment • Embrace every opportunity to communicate • Acknowledge student participation • Sense of belonging and ownership of process
  • 11. 1111 Teacher presence (COI framework) Elements of Educational experience by Garrison, Anderson and Archer (2010) Challenging in online teaching • Design and organisation • Facilitating discourse • Direct instruction
  • 12. 1212 Student performance- 65% increase in engagement
  • 13. 1313 Comparison of Statistical Summary of Grades Grade Without flip With flip Students (numerical) Students (percentage) Students (numerical) Students (percentage) HD 12 7% 25 10% D 29 16% 81 33% C 33 19% 54 22% P 45 25% 28 12% F 17 9% 14 6% W 41 24% 43 17% Total 177 100% 245 100%
  • 14. 1414 Student responses “The workshop presented inspired me to go that little bit deeper into the research studies. This unit and indeed the online workshops have instilled confidence in being able to being the journey of critical review of journal articles”. “As I was reading the assignment information, I was expecting to have trouble with and really dislike writing this assignment but to my surprise I actually enjoyed it! Yes, it was difficult as it was my first time ever doing something like this workshop, but it was worth it”.
  • 15. 1515 Challenges to flip • Preparation time • Lack of engagement in pre class activity • Reluctance to move from traditional learning style • Use of technology • Limited research evidence on effectiveness
  • 16. 1616 What did I learn? • Preparation is crucial (teacher ,content, student) • Content and context of flip must be explicit to the learners • Decide ‘what to flip, when to flip, and how to flip’
  • 17. 1717 References • Panicker, L. (2017). Experiences of flipping an online classroom: An appraisal using Community of Inquiry Framework. Paper presented at the Worldwide Nursing Conference, Singapore. Retrieved from http://dl4.globalstf.org/?wpsc-product=experiences-of- flipping-an-online-classroom-an-appraisal-using-community- of-inquiry-framework • The Community of Inquiry Multi-author Blog https://coi.athabascau.ca/ • Garrison, D.R., Anderson, T. & Archer, W. (2010). The First Decade of the Community of Inquiry Framework: A Retrospective. Internet and Higher Education. 13,p.2-9. DOI: 10.1016/j.iheduc.2009.10.003 • Padlet, online interactive board https://padlet.com/