Flipping for the masses - University of the Free State Lauren Oosthuizen Louise Strydom
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Flipping for the
masses
University of the Free State
Lauren Oosthuizen Louise Strydom
hingll@ufs.ac.za strydoml@ufs.ac.za
T: +27(0)51 401 9111 | info@ufs.ac.za | www.ufs.ac.za
Overview • 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
• 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 Institution 2 Institution 3
1. Placement testing 1. Early Assessment 1. Orientation
2. Orientation and 2. Careers Service 2. Computer skills
registration 3. Wellness Service 3. Career information
programme 4. Orientation and 4. Financial advice
3. Library and LMS Advocacy 5. Success skills (time
orientation 5. Writing Centre management, exam
4. Tracking of student 6. Information website preparation)
performance 7. Academic and non-
5. Tutorial programmes academic support
6. Co-curricular activities workshops
7. Residences as centres
of academic excellence
University of the Free State (South Africa)
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. • 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
QQ: Full roll out
with 400 students
with 4000 students
KBY: Full roll out
QQ: Pilot of 150
BFN: Full roll out with 100 students
students
with 2000 students
BFN: Pilot with 200
students
University of the Free State (South Africa)UFS101 2013: A core curriculum for all first-year students
2 lectures
Learning
7 units
experience
Tutorial
16 credit
compulsory Assessments:
module 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
Learning
Topic Discipline
Experience
How to become democratic and
Anthropology Sculpture Walk
cultivated citizens?
Social Media and the
My rights vs. your rights? Law
Law
Multiculturalism in
Why is the financial crisis global? Economics
business
How green is green? Chemistry Chem-Magic Show
Dealing with Battle
How should we deal with our violent
History & Pedagogy Scars:
past?
Video documentary
Astronomy &
Are we alone? Astronomy Fair
Astrophysics
Media, Love and
How do people change? Social Psychology
Relationships
University of the Free State (South Africa)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 Unsuccessful teaching and
Static learning environment Repeat information learning methodology in the
Face-to-face Assessments – repeat modern educational
information environment
Lack of discussion
Lack of problem solving
University of the Free State (South Africa)FLIPPING FOR THE MASSES
UFS101 2014: Flipping a core curriculum for the masses
Flipped Discussion Teaching (FDT) Model
Flipped classroom Discussion as a way of Naked Teaching
approach teaching approach
Mode of delivery
Technology
University of the Free State (South Africa)How does the flipped classroom look?
Read Watch Grade
Attend
prep online prep
class
material lecture material
University of the Free State (South Africa)Flipping the content University of the Free State (South Africa)
Standardising discussion classes
Logistics University of the Free State (South Africa)
(Wo)manpower
40 Teaching
TA Assistants
Coordinator Research
Assistant
Attendance
Assistant
Project
Manager Student Assessment
Coordinator Assistant
Student
Assistants
Logistics Logistics
Coordinator Assistant
University of the Free State (South Africa)WHAT DOES THE DATA SAY?
Goal of the flipped classroom • Enhance student engagement • Encourage critical thinking • Improve problem-solving • Articulate thoughts in front of peers • Articulate thoughts on paper • Enhance knowledge acquisition through application
Goals of the flipped classroom: student Student engaging with the content:
experience "The interactive parts you could click on. made using
the eGuide interesting for me"
100
90
80
72 64 67 Student engagement in classes:
70
57 "getting to know other students and where they
60
come from. interacting with them and listening to
50
40 their views"
30 "I liked interacting with other students and learning
20 more. What I mostly enjoyed is hearing other
10 students opinion and the learning experience its self
0 it was worth the while."
critical thinking academic thinking about academic
argumentation problems writing
Critical Thinking: Problem-solving:
“it gave everyone to think critically and it broke debates “helped me to think critically and to solve certain
and issues among the students after every learning issues that i came across with, academically.
experience, you feel to know more and more about prepares me for future references.”
things”
Critical Thinking: Application:
“UFS101 has been a very challenging module for me in “I like how ufs101 teaches one to think critically
the first semester, in manner that it has challenged to about issues in the real world and apply ones
think critically and try to look at things through a knowledge on/in different situations”
different angle.“
Critical Thinking: Application:
“This moduel has helped me to think critically and out of “They showed me how how i can apply certain things
the box, to look at things from different angles.” 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
50%+ 70%+
• MCQs prepared me for class • I was able to discuss content with
• The written assessments challenged peers during discussion classes.
me to apply the knowledge I have • It was easy to express my opinion
learned in the unit during discussion classes.
• The assessments enabled me to • It was easier to express my
continue learning about the module opinion in the face-to-face
discussion class than in the online
discussion class.
Campus environment
• Open door policy with implementation Experiences with faculty
team and Teaching Assistants.
85%+
• Check students’ written assignments
and refer them to the Write Site. • Teaching Assistants were helpful,
friendly, prepared for discussion
• Consult with students and refer them classes, respectful toward all
to Academic Advising. students and encouraged
• Consult with students and refer them participation of all students in
to Counseling Services. discussion classes.
University of the Free State (South Africa)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 I like the way UFS101 is delivered.
and online lectures before class.
76% 64%
My learning would be enhanced if my The way UFS101 is delivered
other modules were also delivered enhanced my learning.
this way.
53% 62%
= 100 students
University of the Free State (South Africa)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: Semester 2:
Get success at UFS Shared intellectual experience
Technology at a University Will I get a job after Am I a critical thinker?
graduating? Putting the ME in
metacognition
Navigate the internet Analyse your priorities Identify main points in an
academic article
Navigate Blackboard Demonstrate a basic Demonstrate creative thinking by
understanding of self thinking in new ways about
problem-solving
Navigate an eGuide Describe the characteristics of Demonstrate decision-making
successful students skills
Create a Word document Set goals related to your Demonstrate memory skills
undergraduate degree
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 workA last word
“Flipping is no fad. It is a way to ensure students have 24/7
access to extraordinary teaching!”
Kathleen FultonQuestions T: +27(0)51 401 9111 | info@ufs.ac.za | 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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Science, 332:862-864.
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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
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Lukman, R., & Krajnc, M. (2012). Exploring non-traditional learning methods in virtual and real-world
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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.
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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
University of the Free State (South Africa)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.
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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:
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Education Next, 12(1). Retrieved from http://educationnext.org/the-flipped-classroom/
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