Learning from videos may be preferred and appealing... but is it really effective? Research suggests it is. Brandon Hall polled over 300 training professionals in 2011 and found that people used video in training specifically because they reported high levels of engagement and found it to be a highly effective means of learning.
The past years have witnessed the apparition of one of the largest educational revolutions of our time: many prognosticators trumpet how MOOCs and flipped classroom models are one of the most promising educational approaches of the last century.
A study of how students best learned a neuroscience lesson showed a distinct benefit to starting out by working with an interactive 3D model of the brain.
LiSiong Lim's insight:
"The study's conclusion suggests that the current model of the flipped classroom should itself be flipped upside down. The researchers advocate the "flipped flipped classroom," in which videos come after exploration and not before."
Here is one of my favourite videos on flipped classroom. In this funny and insightful video, Keith Hughes explains the idea behind the flipped classroom and provides some excellent tips for teachers who want to integrate the flipped teaching methodology in their instruction. The video is a little bit long (24 minutes) but is really worth watching.
The chatter around the need to improve education in the U.S. has been going on for decades, but it looks like something is finally going to happen. Why? Because the business model of higher education is truly under attack.
LiSiong Lim's insight:
On average, with all other predictors being equal, a student who worked offline with someone else in the class or someone who had expertise in the subject would have a predicted score almost three points higher than someone working by him or herself.
"Blended" learning can have more advantages than a purely online or offline learning experience.
The schools we have inherited were designed for standardisation and industrialisation. Their aim was to turn farmers into factory workers and, on a different social level, to show shopkeepers how to be corporate employees.
We have inherited this Industrial Age system of specialised, field-driven, silo-ed, top-down, standardised education. We measure achievement in “bubble tests” where you find the best answer from five possible ones.
A flipped classroom can increase workload not just to the students ("“because it takes a lot of initiative on your part to actually go home, watch the videos and pay attention"), but to the instructors (because some of the videos have to be made from scratch) as well.
Though some teachers are still adamantly holding onto traditional formal lectures, many others are considering whether this is an ineffective and outdated model that no longer works in the information age.
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