FLIPPED Model – Pedagogy or Andragogy in Higher Education Teaching Learning

FLIPPED Teaching and Learning Model in Higher Education

 

Introduction

 

Nowadays in higher education there is much talk of MOOCS (Massive Open Online Courses), e-learning, blended learning and the ‘FLIPPED’ (Flexible Environments, Learning Culture, Intentional Content, Professional Educators, Progressive Activities, Engaging Experiences, and Diversified Platforms) classroom; what does it mean, what are the issues and solutions?

 

Brief Literature Review

 

One of the first issues to be apparent is that ‘FLIPPED learning’ is under utilised and even when utilised, there maybe sub-optimal delivery for good teaching and learning outcomes (Chen et al., 2014).  Conversely, whether a fee-paying program, compulsory K12 or a MOOC, FLIPPED learning can dramatically increase access (Hazlett, 2014).

 

Flipped classroom is also a benefit to both teaching and learning, with students being exposed to subject content online and participate in active lessons; moving away from teacher directed pedagogy to student centred learning or andragogy (especially important for transition of youth to adulthood).  The benefits are exemplified by less homework issues, question and answer, deeper exploration and those away with illness can keep up.  For teachers it means supporting students in application, reusable, easier individual student attention and more transparency for parents (Mihai, 2016).

 

Another view includes the following benefits: more student control, student centred, content more accessible for students or parents, and more efficient.  However, this is tempered by disadvantages of digital divide or illiteracy, requires significant preparation and front-end input, not good for test preparation and increased screen time (Acedo, 2013).

 

Other related concerns including potential side lining of teachers and their related skills, online content and instructional design can be boring versus active and interesting lessons, excusing bad pedagogy, internet access issues (e.g. Australia has internet speed and bandwidth issues comparing with less developed nations), assuring online content e.g. videos are watched, online content and instructional design can be very time consuming (November & Mull, 2012).

 

What are the issues for FLIPPED model in adult vocation or higher education teaching and learning?

 

The obvious issue is that when developed for K12 it is based upon pedagogic learning theories for children and youth, supported by teachers with strong background in theory and application of teaching, learning, assessment and technology.  However, this may not translate well to adult education, vocational or higher education requiring skills of applying andragogy i.e. matching adult learning styles with instructors, trainers, teachers or lecturers lacking the same education background.

 

What are the differences between pedagogy and andragogy in teaching and learning?

 

Firstly, what do adults bring to learning and how do they learn optimally as identified by Malcolm Knowles?  Knowles identified six principles including internal motivation and self-direction, life experience and knowledge, goal oriented, relevancy, practical and need for respect.  Contrasted with pedagogy in the following table:

 

Andragogy versus Pedagogy in FLIPPED Model for Higher Education

Andragogy versus Pedagogy for the FLIPPED Model in Higher Education

(Education Technology & Mobile Learning, 2018)

 

Reflection on issues and solutions for FLIPPED Model in Higher Education

 

One has experienced online blinded learning in higher education i.e. online MBA with webinars, CPD (Continuing Professional Development) via e-learning platform and vocational training certificate via distance learning and recorded webinars as ‘add-ons’, not well integrated.

 

Issues encountered included lack of teaching, learning, assessment and technology skills in instructional design, lesson planning, delivery of interesting lessons, developing and testing activity resources, creating opportunities for interactivity, involving all students (not just strong or dominant), using existing or old lecture slides for content, technology breakdowns with no disaster plan, not using or updating discussion forums and relying too much on ‘presenting’ versus teaching.

 

Solutions could include CPD like ‘train the trainer’ or in Australia the TAE40116 Certificate IV Trainer & Assessor, however many are not suitable for adult learners whether young or old.  In more diverse international cohorts where English is not the first language, adapt using the Cambridge CELTA (Certificate to Teach English Language to Adults) framework (applied qualification studied full time intensively four weeks including practice and observations).

 

The latter is especially well designed to include all learning theories including pedagogy and importantly andragogy, for student centred communication interaction.  It is based on the PPP model (Presentation, Practice and Production), when applied well is active, interesting, with clear learning outcomes and multi levelled hidden curriculum, in addition to communication skills, when pitched at advanced or proficiency level students (UCLES, 2018).

 

Nowadays with empowered and fee paying adult learners, top down directed teaching and learning of subject matter may neither be accepted nor acceptable?

 

Reference List

 

Acedo, M. (2013) 10 Pros and Cons of a Flipped Classroom. Available at: https://www.teachthought.com/learning/10-pros-cons-flipped-classroom/  (Accessed on: 27 January 2018).

 

Chen, Y; Wang, Y; Kinshuk & Chen, N. (2014) Is FLIP enough? Or should we use the FLIPPED model instead? Computers & Education. 79 pp. 16-27. Available at: https://www.sciencedirect.com/science/article/pii/S0360131514001559

 

Education Technology & Mobile Learning (2018) Awesome Chart on “Pedagogy versus Andragogy”.  Available at: https://www.educatorstechnology.com/2013/05/awesome-chart-on-pedagogy-vs-andragogy.html (Accessed on: 28 January 2018).

 

Hazlett, C. (2014) Parallel Sessions: MOOC meets Flipped Classroom. Available at: https://blog.edx.org/parallel-sessions-mooc-meets-flipped (Accessed on: 27 January 2018).

 

Mihai, L. (2016) Blended Learning: 8 Flipped Classroom Benefits for Students and Teachers. Available at: https://elearningindustry.com/8-flipped-classroom-benefits-students-teachers (Accessed on: 27 January 2018).

 

November, A. & Mull, B. (2012) Flipped Learning: A Response to Five Common Criticisms. Available at: http://web.uvic.ca/~gtreloar/Articles/Technology/flipped-learning-a-response-to-five-common-criticisms.pdf (Accessed on: 27 January 2018).

 

UCLES (2018) Cambridge English Teaching Framework. Available at: http://www.cambridgeenglish.org/teaching-english/cambridge-english-teaching-framework/ (Accessed on: 27 January 2018).

 

Adult Education Pedagogy Andragogy – Apply Complex Learning Teaching Models

Complex Learning Models

 

Application of Learning Theory to a Learning Scenario

 

Recently explained on email some basics of or introduction to digital or e-marketing to a young but conventional account manager and branding person representing an Australian education group in Europe; focus upon reviewing their employer’s digital marketing readiness.

 

Rationale is that what works in main markets in Asia for Australian education through conventional marketing will not work in a more digital Europe, hence requiring new ‘digital’ skills.

 

Complex Learning Project for Young Adults

 

Introduction to Introduction to Digital or e-Marketing and Communications Strategy for Instructional Design and Teaching in Vocational or Higher Education.

 

 

Needs Analysis

 

Analysing pre-existing knowledge of learners and digital literacy to ‘pitch’ course at right level (diagnostic assessment).  Face to face in classroom, delivered online or blended learning.

 

Preview

 

How are students or customers made aware of your services or courses, and interest created (by conventional methods)?

List out elements and actions then report back to group for discussion (informal formative assessment)

What could be done to transform and support marketing and communications by digital technology?

List out elements and actions then report back to group for discussion (informal formative assessment).

 

Present

 

Websites and social media are central to digital or e-marketing.  Present image or online to focus upon an example of good versus sub-optimal websites in same sector.  Highlight and/or elicit good and bad elements.

 

Practice

 

In pairs continue adding to list or elaborating further, then present to group (informal formative assessment).

 

Group adds any key elements not included.

 

Production

 

Individually create custom list for one’s own employer’s website and social media, then in pairs compare with partner (informal formative assessment).

 

Wrap-up

 

Report outcomes to group and elicit further feedback (informal formative assessment).

 

Post Learning Assessment Activity

 

Write up 500 word report outlining approach to digital for one’s own employer including review of existing marketing, existing website and actions for improved website/social media, required resources and how to stay up to date within sector or occupation (formal summative assessment).

NB: Use at least one journal, one course book and one website reference using Harvard system; in addition to any other sources.

More complex, authentic and higher level summative assessment would entail designing a basic website or blog including social media and content; explaining and justifying elements (Trustees of Indiana University, 2017).

 

Connections to Learning Theory – Pedagogy or Andragogy?

 

Constructivism through leading to learning outcomes (David, 2015), cognitivism with learners providing input (Hanna, 2017), connectivism through sharing knowledge and experience in course and after e.g. professional networking (Mergel, 1998).   Supported by andragogy of adults being motivated, experienced, creating meaning and relating to concrete problems or issues round adopting digital (Pappas, 2013).

 

The PPP model was adapted and used from the internationally recognised Cambridge English Teaching CELTA based on adult learning principles of andragogy exemplified by interactive, communicative and student centred learning.

 

Reference List

 

David L. (2015) “Constructivism,” in Learning Theories.  Available at: https://www.learning-theories.com/constructivism.html (Accessed on: 8 November 2017).

 

Hanna, M. (2017) Learning Theory Matrix. Available at: https://pdfs.semanticscholar.org/8d28/2833c35fb8b9ea74bf2c930cea22fb1e0fad.pdf (Accessed on: 16 November 2017).

 

Mergel, B. (1998) Instructional Design & Learning Theory.  Available at: http://etad.usask.ca/802papers/mergel/brenda.htm#Cognitivism (Accessed on: 17 November 2017).

 

Pappas, C. (2013) Instructional Design: The Adult Learning Theory – Andragogy of Malcolm Knowles. Available at: https://elearningindustry.com/the-adult-learning-theory-andragogy-of-malcolm-knowles (Accessed on: 20 November 2017).

 

Trustees of Indiana University (2017) Center for Innovative Teaching & Learning: Authentic Assessment. Available at:  https://citl.indiana.edu/teaching-resources/assessing-student-learning/authentic-assessment/ (Accessed on: 2 December 2017).