Flipping for the
masses
University of the Free State
Lauren Oosthuizen
[email protected]
Louise Strydom
[email protected]
T: +27(0)51 401 9111 | [email protected] | www.ufs.ac.za
Overview
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•
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Higher education and FYE in South Africa
FYE at the University of the Free State
Challenges before flipping the classroom
Flipping for the masses
What does the data say?
The way forward
University of the Free State (South Africa)
HIGHER EDUCATION AND FYE IN SOUTH AFRICA
South Africa: a few facts
University of the Free State (South Africa)
Higher education in South Africa
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•
•
•
35% of first-years drop out after their first year.
Less than 50% of students who enrol for diplomas or degrees ever
graduate.
Only one in three students of the intake into 3 year degrees graduate in
record time or within 4 years.
Fewer than 50% receive a higher education qualification after 5 years.
University of the Free State (South Africa)
University of the Free State
Current FYE in South Africa
Different models of FYE across the country – most models focus on
a connection of service points.
Institution 1
1. Placement testing
2. Orientation and
registration
programme
3. Library and LMS
orientation
4. Tracking of student
performance
5. Tutorial programmes
6. Co-curricular activities
7. Residences as centres
of academic excellence
Institution 2
1.
2.
3.
4.
Early Assessment
Careers Service
Wellness Service
Orientation and
Advocacy
5. Writing Centre
6. Information website
7. Academic and nonacademic support
workshops
University of the Free State (South Africa)
Institution 3
1.
2.
3.
4.
5.
Orientation
Computer skills
Career information
Financial advice
Success skills (time
management, exam
preparation)
Way forward for FYE in South Africa
• South African National Resource Centre effective 2015
• First SANRC conference in May 2015
University of the Free State (South Africa)
FYE AT THE UNIVERSITY OF THE FREE STATE
UFS101 as the core curriculum module
•
Different from the typical University 101 model.
•
•
•
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Focus on a shared intellectual experience.
Housed within the Centre for Teaching and Learning.
Delivered on a large scale - 5000 students in 2014.
Flipping the classroom in 2014.
University of the Free State (South Africa)
UFS101 growth in student numbers
2014
= 200 students (Bloemfontein campus)
2013
2012
BFN: Full roll out
with 4600 students
2011
BFN: Full roll out
with 4000 students
BFN: Full roll out
with 2000 students
BFN: Pilot with 200
students
University of the Free State (South Africa)
QQ: Pilot of 150
students
QQ: Full roll out
with 400 students
KBY: Full roll out
with 100 students
UFS101 2013: A core curriculum for all first-year students
2 lectures
7 units
Learning
experience
Tutorial
16 credit
compulsory
module
Assessments:
50% or higher to
pass
Blackboard
Attendance: 70%
needed to pass
2 study guides
University of the Free State (South Africa)
UFS101 content 2012-2014
Topic
Discipline
Learning
Experience
How to become democratic and
cultivated citizens?
Anthropology
Sculpture Walk
My rights vs. your rights?
Law
Why is the financial crisis global?
Economics
How green is green?
Chemistry
Chem-Magic Show
How should we deal with our violent
past?
History & Pedagogy
Dealing with Battle
Scars:
Video documentary
Are we alone?
Astronomy &
Astrophysics
Astronomy Fair
How do people change?
Social Psychology
University of the Free State (South Africa)
Social Media and the
Law
Multiculturalism in
business
Media, Love and
Relationships
CHALLENGES BEFORE FLIPPING THE CLASSROOM
Large Class Teaching
• Comprise between 150 and 300 students or up to 500 students.
• UFS101 = Megaclass
University of the Free State (South Africa)
Characteristics of the traditional classroom
Teacher-centred
Lecturer imparts knowledge
Group work
Static learning environment
Repeat information
Face-to-face
Assessments – repeat
information
Lack of discussion
Lack of problem solving
University of the Free State (South Africa)
Unsuccessful teaching and
learning methodology in the
modern educational
environment
FLIPPING FOR THE MASSES
UFS101 2014: Flipping a core curriculum for the masses
Flipped Discussion Teaching (FDT) Model
Discussion as a way of Naked Teaching
teaching
approach
Mode of delivery
Flipped classroom
approach
University of the Free State (South Africa)
Technology
How does the flipped classroom look?
Read
prep
material
Watch
online
lecture
University of the Free State (South Africa)
Grade
prep
material
Attend
class
Flipping the content
University of the Free State (South Africa)
Standardising discussion classes
Logistics
University of the Free State (South Africa)
(Wo)manpower
TA
Coordinator
40 Teaching
Assistants
Research
Assistant
Attendance
Assistant
Project
Manager
Student
Coordinator
Assessment
Assistant
Student
Assistants
Logistics
Coordinator
University of the Free State (South Africa)
Logistics
Assistant
WHAT DOES THE DATA SAY?
Goal of the flipped classroom
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Enhance student engagement
•
Encourage critical thinking
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Improve problem-solving
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Articulate thoughts in front of peers
•
Articulate thoughts on paper
•
Enhance knowledge acquisition through application
Goals of the flipped classroom: student
experience
100
90
80
70
60
50
40
30
20
10
0
72
critical thinking
64
67
academic
thinking about
argumentation
problems
57
Student engaging with the content:
"The interactive parts you could click on. made using
the eGuide interesting for me"
Student engagement in classes:
"getting to know other students and where they
come from. interacting with them and listening to
their views"
"I liked interacting with other students and learning
more. What I mostly enjoyed is hearing other
students opinion and the learning experience its self
it was worth the while."
academic
writing
Critical Thinking:
“it gave everyone to think critically and it broke debates
and issues among the students after every learning
experience, you feel to know more and more about
things”
Problem-solving:
“helped me to think critically and to solve certain
issues that i came across with, academically.
prepares me for future references.”
Critical Thinking:
“UFS101 has been a very challenging module for me in
the first semester, in manner that it has challenged to
think critically and try to look at things through a
different angle.“
Application:
“I like how ufs101 teaches one to think critically
about issues in the real world and apply ones
knowledge on/in different situations”
Critical Thinking:
“This moduel has helped me to think critically and out of
the box, to look at things from different angles.”
Application:
“They showed me how how i can apply certain things
in real life that I have learned in my whole school
career and what i am still learning.”
Student engagement
Academic challenge
Learning with peers
70%+
50%+
•
MCQs prepared me for class
•
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The written assessments challenged
me to apply the knowledge I have
learned in the unit
I was able to discuss content with
peers during discussion classes.
•
It was easy to express my opinion
during discussion classes.
•
It was easier to express my
opinion
in
the
face-to-face
discussion class than in the online
discussion class.
•
The assessments enabled me to
continue learning about the module
Campus environment
•
Open door policy with implementation
team and Teaching Assistants.
Experiences with faculty
•
Check students’ written assignments
and refer them to the Write Site.
•
•
Consult with students and refer them
to Academic Advising.
•
Consult with students and refer them
to Counseling Services.
University of the Free State (South Africa)
85%+
Teaching Assistants were helpful,
friendly, prepared for discussion
classes, respectful toward all
students
and
encouraged
participation of all students in
discussion classes.
Student engagement
Bigger (2005) details student engagement factors as key role players in a
successful first-year programme. However, student engagement cannot be
enhanced if the teaching and learning environment does not allow for it. The
flipped classroom approach zooms in on the indicators for student
engagement and makes it a reality.
University of the Free State (South Africa)
Student experience of the flipped classroom
It was helpful to access prep material
and online lectures before class.
I like the way UFS101 is delivered.
64%
76%
My learning would be enhanced if my
other modules were also delivered
this way.
The way UFS101 is delivered
enhanced my learning.
53%
= 100 students
University of the Free State (South Africa)
62%
What do our students say?
“I liked the videos because I am a visual learner, and as a result learning
became easy for me.”
“the discussion classes are a breath of fresh air. most classes in other
modules should try this”
“the way they lecture us was unique and interesting”
“it exposed me to other ways of learning and thinking”
“The lecture videos, I could view them when I wanted them and the
information was always available and a click away”
“I like that you could access the eGuides without hassle as for the physical
book was sometimes a hassle to carry around because we already have many
books in our fields of study”
“everything you needed was available at your fingertips there were no
complications and saved time”
University of the Free State (South Africa)
What do our students say?
“ I could not open the eGuide on my tablet.”
“The computers were slow and sometimes I struggled to get a computer
because the lab was full.”
“I don’t have the computer literacy skills so the eGuide is complicated and
not easy to use.”
University of the Free State (South Africa)
What do our Teaching Assistants say?
"The flipped classroom approach has helped students to come more prepared
to the discussions and it has also helped a lot in encouraging students to
participate in classroom as well as group discussions, even the shy students
feel comfortable enough to voice their opinions. It is really a beautiful thing,
especially when friendships develop among the students and when students
assist one another. I have noticed that students are not as negative about
UFS101 as in the past now that we have put the "flipped classroom" approach
to practice. It has also given TAs an opportunity to learn new skills for
teaching, learn more about their students and has helped with the
development of good working relations with other fellow TAs.“
University of the Free State (South Africa)
What do our Teaching Assistants say?
"In the beginning, when UFS101 was more of a one-way communication
system - where the facilitator does all the talking, the students tended to shy
away from answering and at the end of the day ended up not listening at all.
Now with the flipped classroom concept, students are much more engage,
especially with the small group discussions. They tend to discuss topics a lot
more and answer more frequently when asked questions.
It allows them to be heard and gives them a sense of belonging.
So I feel that the flipped classroom concept is really good and makes for a
more friendly learning environment."
University of the Free State (South Africa)
What do our lecturers/faculty say?
“Since classes were so large, students were potentially hesitant to express their
views and grapple with issues…this was evident in students not bringing
notebooks to- and taking notes in mass lectures, in their lack of dialogue with
the lecturer and fellow-students and not engaging with a module material in
general.”
“There is strong support for the flipped classroom approach in UFS101,
particularly given the challenges experienced with student disengagement in
the “mega-classroom” approach. “
“The approach makes sense.”
“It is less logistically burdensome to us and more sustainable in the future, and
there are clear advantages to the students – for example the fact that they can
listen to a recording multiple times or they can manage their own time more
flexibly.”
“It was my first experience ‘lecturing to nobody’ which was an uncomfortable
and even nerve-wracking experience.”
“A distinct disadvantage of this approach was the limited contact with students.
I miss the interactive nature of the ‘traditional lecture’.”
THE WAY FORWARD
Evolution of UFS101 in 2015
In
this
phase
the
current
common
intellectual
experience
will
be
complemented by a greater focus on academic success skills which will
position the UFS as the national leader in providing a first year experience on
an international standard. The “upgraded” UFS101 will support the national
and international imperative of an increased focus on student success.
University of the Free State (South Africa)
Aim of UFS101 in 2015
The upgraded structure of UFS101 will aim in the first semester, to enable
students to thrive in a higher education environment by:
•
developing students’ computer literacy skills so they are able to use
technology to support their academic success,
•
enabling students to formulate an education plan that links with their
career aspirations and helps them to understand the benefits of a higher
education,
•
enhancing students’ critical thinking skills to engage with academic
knowledge.
University of the Free State (South Africa)
UFS101 2015
UFS101 2015
Semester 1:
Get success at UFS
Semester 2:
Shared intellectual experience
Technology at a University
Will I get a job after
graduating?
Navigate the internet
Analyse your priorities
Navigate Blackboard
Demonstrate a basic
understanding of self
Demonstrate creative thinking by
thinking in new ways about
problem-solving
Navigate an eGuide
Describe the characteristics of
successful students
Demonstrate decision-making
skills
Create a Word document
Set goals related to your
undergraduate degree
Demonstrate memory skills
Create a PowerPoint
Create strategies to achieve goals
Search for academic resources
Discuss the undergraduate
experience, after a simulation of
the undergraduate experience in
class
Express a basic comprehension of
the world of work
Am I a critical thinker?
Putting the ME in
metacognition
Identify main points in an
academic article
A last word
“Flipping is no fad. It is a way to ensure students have 24/7
access to extraordinary teaching!”
Kathleen Fulton
Questions
T: +27(0)51 401 9111 | [email protected] | www.ufs.ac.za
References
Berret, D. (2012). How ‘flipping’ the classroom can improve the traditional lecture. The Chronicle of
Higher
Education.
Retrieved
from
http://chronicle.com/article/How-Flipping-the-
Classroom/130857/
Bigger, J. J. (2005). Improving the odds for freshman success. Retrieved from NACADA
Clearinghouse of Academic Advising Resources website:
http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Advising-
first-
year-students.aspx#sthash.FjNigPRh.dpuf
Breier, M., & Mabizela, M. (2008). Higher education. In Kraak, A., & Press, K (eds).
Brookfield, S. D., & Preskill, S. (2005). Discussion as a way of teaching: Tools and techniques for
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Deslauriers, L., Schelew, E., & Wieman, C. 2011. Improved learning in a large enrollment physics class.
Science, 332:862-864.
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Education, 35, 761-775 doi: 10.1080/03075070903545058
University of the Free State (South Africa)
References
Fulton, K. (2012). Upside down and inside out: Flip your classroom to improve student learning.
Learning & Leading with Technology, 38(8), 12-17. Retrieved from
http://files.eric.ed.gov/fulltext/EJ982840.pdf
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. Internet and Higher Education 22,
37-50. doi: 10.1016/j.iheduc.2014.04.003
Lukman, R., & Krajnc, M. (2012). Exploring non-traditional learning methods in virtual and real-world
environments. Educational Technology & Society, 15(1), 237-247. Retrieved from
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Millard, E. (2012). 5 Reasons flipped classrooms work: Turning lectures into homework to boost student
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University of the Free State (South Africa)
References
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http://nsse.iub.edu/html/engagement_indicators.cfm#a9%29%20I
Prober, C., & Heath, C. 2012. Lecture halls without lectures. New England Journal of Medicine, 366, 18,
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Pierce, R., Fox, J., & Dunn, B. J. (2012). Instructional design and Assessment: Vodcasts and activelearning exercises in a “flipped classroom” model of a renal pharmacotherapy module.
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University of the Free State (South Africa)