This document discusses flipping online college courses. It begins by outlining three reasons to flip a course: to increase comprehension, interaction, and critical thinking. It then describes the key components of flipped learning, including leveraging technology for mastery learning and maximizing classroom interaction. The document provides examples of how instructors can create instructional videos and use virtual classrooms and learning management systems to facilitate flipped learning. It concludes by sharing a student's positive perspective on online flipped learning.

1. Flipping
an
Online
College
Course,
Huh?
Helaine
W.
Marshall,
Ph.D.
Long
Island
University
FlipCon14
Mars
Area
School
District,
PA
June
23-­‐25,
2014

2. Three
Reasons
to
Flip
1
Increase
comprehension
2
Increase
interac<on
3
Increase
cri<cal
thinking
(c)
H.
W.
Marshall,
Ph.D.
(2014)
2
FlipCon14
6-­‐24-­‐14

3. The
Perfect
Blend
Flipped
Learning
• Leveraging
of
technology
• Mastery
learning
• Maximizing
classroom
interacPon
• Instructor
“leading
from
behind”
Auerbach/Freire
• Learner-­‐driven
• Embracing
learner
knowledge
• MeePng
immediate
learner
needs
• Leading
learners
to
meaningful
social
acPon
and/or
personal
goals
(c)
H.
W.
Marshall,
Ph.D.
(2014)
3
FlipCon14
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4. “Leading
from
Behind”
Instructor’s
Role
–
shiJ
from
lesson
delivery
to:
ObservaPon
Feedback
Assessment
(c)
H.
W.
Marshall,
Ph.D.
(2014)
4
FlipCon14
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5. InstrucPonal
Videos
&
Textbook
Virtual
Class
CollaboraPon
Field
Work
&
Online
Discussion
Feedback
&
Assessment
Online
Class
Flipped
Learning
Cycle
Components
Adapted
from
Bergmann
&
Sams,
2012
(c)
H.
W.
Marshall,
Ph.D.
(2014)
5
FlipCon14
6-­‐24-­‐14

6. FLIP
–
Instruc<onal
Videos
• Instructor
prepares
the
content
&
slides
• Instructor
adds
supports,
such
as
guide
quesPons
&
webcam
with
gestures.
• Students
watch
video,
pause,
rewind,
and
prepare
responses
to
guide
quesPons
• Students
jot
down
points
to
clarify
in
class
(c)
H.
W.
Marshall,
Ph.D.
(2014)
6
FlipCon14
6-­‐24-­‐14

7. Video
Crea<on
Let’s
visit
the
recording
studio
And
see
how
to
make
recordings
for
the
class
(c)
H.
W.
Marshall,
Ph.D.
(2014)
7
FlipCon14
6-­‐24-­‐14

8. Recording
Studio
Components
(c)
H.
W.
Marshall,
Ph.D.
(2014)
8
FlipCon14
6-­‐24-­‐14

9. In-­‐Class
Interac<on
&
Collabora<on
• Review,
clarify,
and
expand
material
in
the
video
&
textbook
• Share
ideas
&
brainstorm
on
related
topics
in
chat,
on
whiteboards,
and
orally
• Conduct
group
acPviPes
to
apply
and
pracPce
material
in
main
meePng
room
and
breakout
rooms
(c)
H.
W.
Marshall,
Ph.D.
(2014)
9
FlipCon14
6-­‐24-­‐14

10. My
Perspec<ves
on
Online
Flipped
Learning
Stacy
Walther
• Graduate
Student
• LIU-­‐Hudson
• Bilingual
EducaPon
and
TESOL
• Took
f2f,
online,
&
flipped
online
courses
(c)
H.
W.
Marshall,
Ph.D.
(2014)
10
FlipCon14
6-­‐24-­‐14

11. Virtual
Classroom
SeUng
Let’s
look
inside
the
classroom
(c)
H.
W.
Marshall,
Ph.D.
(2014)
11
FlipCon14
6-­‐24-­‐14

12. Our
Virtual
Classroom
–
Adobe
Connect
Sign-­‐in
Ac<vity
Based
on
Video
(c)
H.
W.
Marshall,
Ph.D.
(2014)
12
FlipCon14
6-­‐24-­‐14

13. Our
Virtual
Classroom
–
Adobe
Connect
Breakout
Rooms
–
Group
Ac<vity
(c)
H.
W.
Marshall,
Ph.D.
(2014)
13
FlipCon14
6-­‐24-­‐14

14. Our
Virtual
Classroom
–
Adobe
Connect
Reflec<on
Page
&
Assignment
(c)
H.
W.
Marshall,
Ph.D.
(2014)
14
FlipCon14
6-­‐24-­‐14

15. • Sign
in
AcPvity
• Agenda
Pod
• Class
Problem
• Breakout
Rooms
• Sharing
as
a
class
• Assignment
Pod
• ReflecPon
Page
Our
Virtual
Classroom
Components
(c)
H.
W.
Marshall,
Ph.D.
(2014)
15
FlipCon14
6-­‐24-­‐14

16. E-­‐Learning
PlaYorm
Let’s
head
over
to
Blackboard
site
(c)
H.
W.
Marshall,
Ph.D.
(2014)
16
FlipCon14
6-­‐24-­‐14

17. • Link
to
lecture
videos
• PPT
for
videos
• Guide
quesPons
for
videos
• Link
to
class
recordings
• Screenshots
of
problems,
reflecPons,
other
whiteboards
• General
online
course
components
Our
LMS
Components
(c)
H.
W.
Marshall,
Ph.D.
(2014)
17
FlipCon14
6-­‐24-­‐14

18. Why
I
Like
Online
Flipped
Learning
• Opportunity
to
process
course
material
from
instructor
individually
• Access
to
fellow
students’
thoughts
and
work,
not
only
in
online
discussions
but
also
in
the
virtual
classroom
• Convenience
of
access
to
all
aspects
of
the
course
simultaneously
and
at
any
Pme
and
place
“I
have
to
admit
I
didn’t
like
online
learning
un3l
I
met
Flipped
Learning.“
Nan,
graduate
student
in
TESOL
(c)
H.
W.
Marshall,
Ph.D.
(2014)
18
FlipCon14
6-­‐24-­‐14

19. Why
I
Like
Online
Flipped
Learning
(c)
H.
W.
Marshall,
Ph.D.
(2014)
19
First,
I
have
to
admit
I
didn’t
like
online
learning
un3l
I
met
Flipped
Learning.
And
I
didn’t
like
depending
solely
on
the
instructor
to
deliver
material
in
class.
I
need
more
Pme
with
material
than
some
students,
and
I
like
to
take
my
Pme
processing
informaPon.
So
with
Flipped
Learning
I
have
the
chance
to
watch
a
video
more
than
once,
to
watch
it
with
a
friend;
I
can
pause
and
replay,
and
I
can
go
back
to
it
during
the
semester
if
I
want
to.
None
of
that
is
possible
in
a
tradi<onal
classroom.
Secondly,
I
like
having
access
to
the
products
the
class
has
produced
and
the
work
that
individuals
have
produced,
from
the
virtual
classroom
to
the
Blackboard
posts
where
we
write
extensively,
and
to
each
other,
not
to
the
instructor.
This
is
a
completely
different
level
of
interacPon.
It’s
not
like
doing
homework
for
the
teacher.
It’s
about
developing
working
rela<onships
with
colleagues.
And
thirdly,
there
is
a
tremendous
convenience
in
being
able
to
access
all
of
my
classmates’
work,
our
collaboraPve
work
that
our
instructor
makes
available
online,
as
well
as
lectures,
class
session
recordings,
PowerPoints
and
even
tests,
wherever
and
whenever
I
want
to.
It
is
much
more
robust
than
any
other
educa<onal
experience
I’ve
had.
And,
it’s
portable!
Nan
Frydland,
M.S.
Ed.
In
TESOL
LIU-­‐Hudson
FlipCon14
6-­‐24-­‐14

20. • Fall
course:
– Methods
of
Teaching
Literacy
in
ESOL
Programs
• Spring
course:
– Fundamentals
of
LinguisPcs
Data
Results
from
Ques<onnaires
(c)
H.
W.
Marshall,
Ph.D.
(2014)
20
FlipCon14
6-­‐24-­‐14

21. (c)
H.
W.
Marshall,
Ph.D.
(2014)
21
FlipCon14
6-­‐24-­‐14