Flipping for the masses - University of South Carolina · 2016-02-03 · Flipping for the masses University of the Free State ... Tutorial programmes 6. Co-curricular activities 7

T: +27(0)51 401 9111 | [email protected] | www.ufs.ac.za

Flipping for the masses

University of the Free State

Lauren Oosthuizen Louise Strydom [email protected] [email protected]

https://twitter.com/UFS_101

mailto:[email protected]

https://www.facebook.com/pages/Ufs101-Official/292152440836144

Multiculturalism.wmv



Overview

University of the Free State (South Africa)

• 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

HIGHER EDUCATION AND FYE IN SOUTH AFRICA

South Africa: a few facts


Multiculturalism at UFS.wmv

FYE Conference.mov

• 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.

Higher education in South Africa


University of the Free State

Different models of FYE across the country – most models focus on a connection of service points.

Current FYE in South Africa


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

1. Early Assessment 2. Careers Service 3. Wellness Service 4. Orientation and

Advocacy 5. Writing Centre 6. Information website 7. Academic and non-

academic support workshops

1. Orientation 2. Computer skills 3. Career information 4. Financial advice 5. Success skills (time

management, exam preparation)

Institution 1 Institution 2 Institution 3

Way forward for FYE in South Africa


• South African National Resource Centre effective 2015

• First SANRC conference in May 2015

FYE AT THE UNIVERSITY OF THE FREE STATE

• Different from the typical University 101 model.

• 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.

UFS101 as the core curriculum module


BFN: Pilot with 200 students

BFN: Full roll out with 2000 students


QQ: Pilot of 150 students


QQ: Full roll out with 400 students

KBY: Full roll out with 100 students

UFS101 growth in student numbers


= 200 students (Bloemfontein campus)

2011

2012

2013

2014

UFS101 2013: A core curriculum for all first-year students


16 credit compulsory

module

7 units

2 lectures

Learning experience

Tutorial

Blackboard

Assessments: 50% or higher to

pass

Attendance: 70% needed to pass

2 study guides

UFS101 content 2012-2014

Topic Discipline Learning

Experience

How to become democratic and

cultivated citizens? Anthropology Sculpture Walk

My rights vs. your rights? Law Social Media and the

Law

Why is the financial crisis global? Economics Multiculturalism in

business

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 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


Characteristics of the traditional classroom

Teacher-centred

Lecturer imparts knowledge

Static learning environment

Face-to-face

Lack of discussion

Lack of problem solving

Group work

Repeat information

Assessments – repeat information

Unsuccessful teaching and learning methodology in the

modern educational environment

FLIPPING FOR THE MASSES

Flipped classroom approach

Discussion as a way of teaching

Naked Teaching approach

Technology

Flipped Discussion Teaching (FDT) Model

Mode o

f delivery

UFS101 2014: Flipping a core curriculum for the masses


How does the flipped classroom look?

Read prep

material

Watch online lecture

Grade prep

material

Attend class


Flipping the content


UFS101 Unit2_29_01_2015 - Storyline output

Standardising discussion classes

Logistics


(Wo)manpower


Project Manager

TA Coordinator

40 Teaching Assistants

Research Assistant

Student Coordinator

Attendance Assistant

Assessment Assistant

Student Assistants

Logistics Coordinator

Logistics Assistant

WHAT DOES THE DATA SAY?

• Enhance student engagement

• Encourage critical thinking

• Improve problem-solving

• Articulate thoughts in front of peers

• Articulate thoughts on paper

• Enhance knowledge acquisition through application

Goal of the flipped classroom

72 64 67

57

0

10

20

30

40

50

60

70

80

90

100

critical thinking academic

argumentation

thinking about

problems

academic

writing

Goals of the flipped classroom: student experience

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."

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”

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.“

Critical Thinking: “This moduel has helped me to think critically and out of the box, to look at things from different angles.”

Problem-solving: “helped me to think critically and to solve certain issues that i came across with, academically. prepares me for future references.”

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.”

Application: “I like how ufs101 teaches one to think critically about issues in the real world and apply ones knowledge on/in different situations”

Academic challenge

50%+

• MCQs prepared me for class

• The written assessments challenged me to apply the knowledge I have learned in the unit

• The assessments enabled me to continue learning about the module

Student engagement


Learning with peers

70%+

• 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.

Campus environment

• Open door policy with implementation team and Teaching Assistants.

• 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.

Experiences with faculty

85%+

• Teaching Assistants were helpful, friendly, prepared for discussion classes, respectful toward all students and encouraged participation of all students in discussion classes.

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.

Student engagement


76%

It was helpful to access prep material and online lectures before class.

= 100 students

64%

I like the way UFS101 is delivered.

62%

The way UFS101 is delivered enhanced my learning.

53%

My learning would be enhanced if my other modules were also delivered this way.

Student experience of the flipped classroom


“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”

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.”

What do our students 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.“

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."

What do our Teaching Assistants 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’.”

What do our lecturers/faculty say?

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.


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.


UFS101 2015

Semester 1: Get success at UFS

Semester 2: Shared intellectual experience

UFS101 2015

Technology at a University Will I get a job after graduating?

Am I a critical thinker? Putting the ME in metacognition

Navigate the internet Analyse your priorities Identify main points in an academic article

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

“Flipping is no fad. It is a way to ensure students have 24/7

access to extraordinary teaching!”

Kathleen Fulton

A last word

T: +27(0)51 401 9111 | [email protected] | www.ufs.ac.za

Questions

https://twitter.com/UFS_101


https://www.facebook.com/pages/Ufs101-Official/292152440836144

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

democratic classrooms, 2nd edition. San Francisco: Jossey-Bass.

Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional technology

integration in a college-level information systems spreadsheet course. Educational

Technology Research & Development 61(4), 563-580. doi: 10.1007/s11423-013-9305-6

Deslauriers, L., Schelew, E., & Wieman, C. 2011. Improved learning in a large enrollment physics class.

Science, 332:862-864.

Exeter, D. J., Ameratunga, S., Ratima, M., Morton, S., Dickson, M., Hsu, D., & Jackson, R. (2010).

Student engagement in very large classes: the teachers’ perspective. Studies in Higher

Education, 35, 761-775 doi: 10.1080/03075070903545058


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

http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=3&sid=565b20a0-1868-4685-

8930-926759f7a21e%40sessionmgr4001&hid=4204

Millard, E. (2012). 5 Reasons flipped classrooms work: Turning lectures into homework to boost student

engagement and increase technology-fueled creativity. University Business, 15(11), 26-29.

Retrieved from http://www.universitybusiness.com/article/5-reasons-flipped-classrooms-

work

Nel, L. (2010). Blended learning in South African undergraduate classrooms: directives for the effective

use of a learning management system. A paper presented at the 12th Annual Conference on

World Wide Web Applications, Durban, SA. Retrieved from:

http://www.zaw3.co.za/index.php/ZA-WWW/2010/paper/viewFile/236/84


References

NSSE Institute for Effective Educational Practice. (2014). NSSE Engagement Indicators. Retrieved from

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,

pg 1657-1659.

Pierce, R., Fox, J., & Dunn, B. J. (2012). Instructional design and Assessment: Vodcasts and active-

learning exercises in a “flipped classroom” model of a renal pharmacotherapy module.

American Journal of Pharmaceutical Education, 76(10), Article 196. doi:

10.5688/ajpe7610196

See, S., & Conry, J. M. (2014). Flip my class: A faculty development demonstration of a flipped-

classroom. Currents in Pharmacy Teaching and Learning 6(4), 585-588. doi:

10.1016/j.cptl.2014.03.003

Tucker, B. (2012). The flipped classroom: Online instruction at home frees class time for learning.

Education Next, 12(1). Retrieved from http://educationnext.org/the-flipped-classroom/


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Flipping for the masses - University of South Carolina · 2016-02-03 · Flipping for the masses University of the Free State ... Tutorial programmes 6. Co-curricular activities 7