Trends in Adult Education: Flipped Class Room and Its’ Implications for Teaching and Learning

Flipped class room structure is one of the most popular learning strategies of the current adult education system. This approach is known as a significant shift from the teacher centered learning method which is content driven lecture style. There is no specific definition for a flipped class room. The class room structure, which is based on the preassigned lectures followed by quizzes and students’ projects, is known as a flipped class room. The objective of the flipped class room is to create an environment for student centered learning through student engagement, active learning, and hybrid course design.

In a flipped class room, students can carry out a work- shop, in which they can clarify their lecture notes, use their skills and knowledge for problem solving, and interact with peer students in carrying out learning activities. In such a class room, instructor acts as a coach or facilitator for his/her students. In addition, the instructor encourages collaborative learning environment among students in the class.

The conventional teacher centered learning approach is controlled by the instructor. In addition, under such an approach, students always attempt to capture the ideas given by the instructor. When students take notes, they may miss important subject matters. The use of prearranged videos and online communication tools allow students to control the learning environment. This method allows students to participate for the same lecture in multiple times. Particularly, such an approach assists to understand subject matters easily those for whom English is a second language. In addition, flipped class room structure offers opportunities for students to apply theoretical concepts to solve real world problems. Therefore, this approach allows instructor to find out errors in students’ thinking pattern. Furthermore, flipped class room structure encourages social interactions among students and it gives opportunities to learn from one another. Similarly, this approach leads students who have different skills to assist their peers.

According to the above description, a flipped class room structure has many advantages for both the student and the instructor. However, there are disadvantages related to this learning approach because it requires additional time and skills from the part of the instructor. If an instructor does not plan reading materials and other learning tools in appropriate manner, this approach may not work well. In some cases, students may worry about their tuition fee because they did get face to face lectures under this system. Students those attend to hear lectures may easily skip classes because they think that skipping classes do not harm the flipping class room.

Flipped class room structure provides valuable insight for teaching and learning related to adult education. This approach changes the role of instructor from a knowledge provider to a facilitator in the teaching process. He/she contributes to the teaching and learning through promoting collaborative and cooperative environment in the class. This model also alters the role of students as educators or learners because it put more weight on students’ in the learning process. Therefore, flipped class room structure leads students to become active participants in the class. All the class activities become student-led and communication among students in the class create dynamic learning environment. Furthermore, flipped class room alters the priority of teaching from just covering subject materials to becoming expertise on the relevant field of study.




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