1-2015

1158

A Proposed Design for the Flipped

Classroom to Promote Higher Education

Students Creative Thinking

Abdulrahman M. Al-Zahrani

Assistant Professor, Department of Educational Technology, Faculty of

Education, King Abdulaziz University.

The paper is submitted to The First International Conference of the Faculty of Education at the Al-Baha University: Prospects for the

Future

The Faculty of Education Al-Baha University

12-15 / 4 / 2015 Al-Baha City Saudi Arabia

1159

Please Cite As: Al-Zahrani, A. (2015, 12-15 April). A Proposed Design for the Flipped

Classroom to Promote Higher Education Students Creative Thinking. Paper presented at The First International Conference of the Faculty of

Education at the Al-Baha University: Prospects for the Future, Al-Baha

University, Al-Baha City, Saudi Arabia.

(2015 12-15 ). . : . .

1160

A Proposed Design for the Flipped Classroom to Promote Higher Education Students Creative Thinking

Abdulrahman M. Al-Zahrani

King Abdulaziz University Faculty of Education

Department of Educational Technology

Jeddah (Saudi Arabia)

[email protected]

Abstract

There are increasing demands to incorporate different and effective online

educational models into higher education systems. Enhancing students high-order thinking skills such as creativity is a critical task for higher education institutions.

One possible way of doing so is implementing the flipped classroom, which may effectively promote higher-order thinking skills. Scholars sustain the notion that

carefully designed technology-based models can positively help increasing various

creative abilities of the students. Therefore, the current paper argues that the

instructional design of the flipped classroom should focus on the following points:

1. Students must be prepared to utilize the flipped classroom prior conducting this approach.

2. Learning tools, materials, and resources, especially the video-lectures, should be carefully prepared.

3. It is important to consider the study load of the students. 4. In-class activities should focus on increasing discussions, problem-solving, and

providing adequate feedback. 5. Assessments should measure various skills and abilities of the students such as

achievement, creativity, and critical thinking using formative and summative

methods.

6. Evaluation processes should address the various aspects of the flipped classroom including the design of learning resources, all activities of pre-class

and in-class, and all activities of instructors and students.

Keywords: Flipped Classroom, Creative thinking, Higher education, Pre-service teachers, Saudi

Arabia

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Introduction

There are increasing demands to incorporate different and effective online educational models into

higher education institutions (Bishop & Verleger, 2013; Findlay-Thompson & Mombourquette,

2014; McLaughlin et al., 2013; Strayer, 2012; Tune, Sturek & Basile, 2013; Wagner, Laforge &

Cripps, 2013). Certainly, Educators are continually challenged to find new strategies for

engaging students in the classroom so as to increase the effectiveness of the learning process

(Findlay-Thompson & Mombourquette, 2014: 63). With the wide expansion of technology

applications and capabilities over the last two decades, college and university professors have

strengthened their commitment to use computer technology to enhance classroom learning

(Strayer, 2012: 171).

Despite the massive expansion of technology, the adoption rate of such tools has been relatively

slow in higher education as adopting technology-based educational structures can be extremely

expensive (Bishop & Verleger, 2013). From another perspective, While lecture-based content

delivery remains an enduring tradition in higher education, the need for more dynamic methods

that enable students to take an active role in the learning process is apparent (McLaughlin et al.,

2013: 7). Butt (2014) agrees that Despite the revolution that the internet has been to education in

providing flexible access to course material (p. 33), traditional approach of teaching has been a

standard approach to course delivery in higher education for decades (p. 33). A possible concept

that may lessen the impact of traditionalism on higher education is the flipped classroom, which

certainly has great potential to change online education (Bergmann & Sams, 2012: 25).

Flipping the Classroom

The rise of flipped classroom or inverted classroom (Mason, Shuman & Cook, 2013; Strayer,

2012) can be attributed to two main movements. According to Bishop and Verleger (2013), the

first movement is the global technological movement which has enabled the amplification and

duplication of information at an extremely low-cost (p. 2). The second is the ideological

movement and ideas that have been spread through the technological channels.

Some scholars may argue that flipped classroom is not a new movement in education since

teachers encourage their students to prepare for their classes through reading to be able to

effectively participate in the classroom learning activities (Strayer, 2012). As an instructional

technique, not all aspects of flipping the classroom are particularly new in some traditional

classroom-based teaching approaches, teachers expect students to come to class prepared

(Davies, Dean & Ball, 2013: 564). Other scholars may argue that using educational television and

computer-assisted instruction has been around for the past forty years (Strayer, 2012). In response

to such arguments, flipped classroom, as an innovative technology-based approach, differs as it is

the regular and systematic use of interactive technologies in the learning process (Strayer, 2012:

172).

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Although flipped classroom presents a new and exciting topic for scholars, there is a lack of

agreement among scholars on the realism of the flipped classroom (Abeysekera & Dawson, 2014;

Bishop & Verleger, 2013: 5). However, to flip a classroom, most of scholars agree on the hunch

that activities usually take place during traditional classrooms must take place prior classrooms

and vice versa. A comprehended definition was introduced by Stone (2012):

Flipping a class uses lecture capture to record the voice and screen activity of a

professor delivering the lecture. The students watch these recordings before coming

to class, freeing up time in class for troubleshooting difficult concepts, answering

student questions, engaging students in active learning and creating connections to

every-day life (p. 1).

More recently, Bishop and Verleger (2013) define this strategy as a new pedagogical method,

which employs asynchronous video lectures and practice problems as homework, and active,

group-based problem solving activities in the classroom (p. 2). This definition suggests that

flipped classroom should embrace two types of pedagogical activates, which are interactive

group learning activities inside the classroom, and direct computer-based individual instruction

outside the classroom (Bishop & Verleger, 2013: 5). These activates are illustrated in Figure 1.

Figure 1: Flipped Classroom Activities [adopted from Bishop and Verleger (2013)]

Flipped classroom offers a unique, yet challenging opportunity for higher education institutions to

foster the effectiveness of education (Abeysekera & Dawson, 2014; Bishop & Verleger, 2013;

Davies et al., 2013; DeGrazia, Falconer, Nicodemus & Medlin, 2012; Findlay-Thompson &

Mombourquette, 2014; Stone, 2012; Tune et al., 2013; Wagner et al., 2013). That is because the

application of flipped classroom can be daunting due to the lack of effective models for achieving

it (Abeysekera & Dawson, 2014; Davies et al., 2013).

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However, findings from the current literature suggest that flipped classroom model is a highly

effective means in which to disseminate knowledge and information to higher education students

(Tune et al., 2013: 316). But, The move from a traditional lecture to presenting that same lecture

online is unlikely to result in learning differences if nothing else changes (Abeysekera &

Dawson, 2014: 9). Changes can be stimulated through thoughtful course design, enriched

dialogue, and promotion of learner autonomy (McLaughlin et al., 2013: 1). Providing similar

notions, Bergmann and Sams (2012) noted that Flipping the classroom establishes a framework

that ensures students receive a personalized education tailored to their individual needs (p. 6).

Simply, flipped classroom is one approach that can be used to focus teaching activity on what the

student actively does (Butt, 2014: 34). That is Individual students can focus their efforts on their

individual learning needs so that they are not left behind by class discussions that go too fast or

become bored by class time that is spent covering content they already know (Davies et al., 2013:

565). Personalizing students learning through flipped classroom deemed to be important for the

current digital learners who grew up with Internet access, YouTube, Facebook, MySpace, and a

host of other digital resources (Bergmann & Sams, 2012: 20). Such notions imply specific roles

for instructors and students in the flipped classroom. Regarding this, Bergmann and Sams (2012)

stated that:

Clearly, the class is centered around the students and not the teacher. Students are

responsible for viewing the videos and asking appropriate questions. The teacher is

simply there to provide expert feedback. The students are responsible for

completing and sharing their work. Because a solution guide is available, students

are motivated to learn, not just to complete the assignments in a rote manner.

Students are responsible for making appropriate use of the resident expert to help

them understand the concepts. The role of the teacher in the classroom is to help

students, not to deliver information (p. 16-17).

DeGrazia et al. (2012) emphasized some advantages of the screencasts over traditional teaching

methodologies such as textbooks or classroom presentations. Screencasts usually are:

1. Short and highly focused

2. Allowing instructors to use class time for active learning such as peer instruction, group

exercises

3. Dynamic with visuals, narration, written words, and diagrams, and they are sequential in

time, which is often better than static written text

4. Enhancing learning by giving students control over their learning

5. Easily adopted by various departments to teach different subjects because the

infrastructure for using videos (YouTube, mobile phones, tablets, etc.) already exists, and

thus special software is not required

6. Sustainable; once prepared, they do not require maintenance. They are flexible; new

screencasts can be produced, corrections can be made, and clarifications can be added

7. Addressing the needs for many different types of students (p. 3).

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Flipped classroom is not limited to certain groups of learners neither specific curriculum nor

particular content area. Teachers from around the world have adopted the model and are using it

to teach classes in all curriculum areas to elementary, middle, and high school students as well as

adults (Bergmann & Sams, 2012: 19-20). In higher education, Stone (2012) stressed that flipped

classroom should be embraced by instructors despite the extra efforts needed to achieve the

intended quality. He stated that What makes it worth the extra time and effort is the energy it

brings to the classroom. Flipping the class gives instructors the opportunity to walk around and

listen to student opinions and concerns (p. 5). Also, flipped classroom can play a critical role in

advancing education by freeing time for learner-centered activities and encouraging students to

become independent self-learners (Mason et al., 2013: 434). Because instruction is directed

outside the classroom, students were able to conduct higher quality and more engaging activities

(Bergmann & Sams, 2012: 47). However, Abeysekera and Dawson (2014) characterized the

flipped classroom approaches by the following:

a change in use of classroom time

a change in use of out-of-class time

doing activities traditionally considered homework in class

doing activities traditionally considered as in-class work out of class

in-class activities that emphasise active learning, peer learning, problem-solving

pre-class activities

post-class activities and

use of technology, especially video (p. 3).

To enhance the quality of flipped classrooms, certain challenges should be carefully addressed

when designing flipped classrooms activities. These challenges in accordance with Stone (2012)

include structuring some out-of-class study time and dealing with the resistance from some

students (p. 5). Similar to this, Mason et al. (2013), based on extensive review of the literature

related to the flipped classroom, concluded the major challenges of this teaching approach.

Challenges include that designing flipped classroom is a time consuming effort, the need to

prepare students for class by designing and conducting activities and/or a pretests, overcoming the

frustration that may face some students with online learning, and considering the discrepancy in

the literature with regard to the appropriateness of flipped classroom for different and advanced

courses (Mason et al., 2013). As such, several research-based suggestions were made by Wagner

et al. (2013) to enhance the quality of flipped classrooms:

1. Individual in-class assignments, with group interaction appear to have the most

educational benefit

2. Meaningful assignments required the students to complete the assignments on their own

time

3. Video length and quality is important to student engagement in the material

4. Video lectures should provide an ongoing resource to students after the targeted lecture

5. It is incumbent upon the instructor to ensure that workload is balanced for students

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6. Production time of online lectures should ensure that the lectures are as engaging as

possible

7. Adopting the flipped lecture should assist in more effective use of class time

Several studies on the flipped classroom were conducted in the context of higher education to

investigate various aspects of its efficiency and impacts on student learning. For example,

DeGrazia et al. (2012) found that students involved in flipped classroom were better prepared

during the following traditional classroom activities and discussions than those provided with

textbooks or class presentations. Similarly, Wagner et al. (2013) explored the use of flipped

classroom in Electronic Systems Engineering courses at the University of Regina in Canada. The

authors found that flipped lectures has resulted in a degree of excitement by those involved this

strategy and considered as a positive development. In contrast, Strayer (2012) compared a flipped

classroom introductory statistics class with a similar traditional class at the same university. Using

a mixed-methods approach of field notes, interviews and focus groups, he found that students in

the flipped classroom were less satisfied with the way that that classroom structure has oriented

them to the learning tasks. Nevertheless, students showed more openness in terms of cooperative

learning and the innovative teaching methods. Further, Tune et al. (2013) investigated the

effectiveness of flipped classroom curriculum versus traditional curriculum of cardiovascular,

respiratory, and renal physiology. The researchers concluded that students in the flipped course

scored significantly higher degrees than students in the lecture-based course.

Moreover, Mason et al. (2013) studied the students performance and teaching perceptions in the

flipped classroom compared with the traditional lecturing methodology at a senior-level

mechanical engineering course. They found that the flipped classroom encouraged individual and

group problem solving techniques. It also enabled instructors to cover more materials and

resources than the traditional classroom. Interestingly, students studied the course in the flipped

classroom format showed better or equal exam scores, better performance in design problems,

better adjustment to the flipped classroom, and greater satisfaction than the students in the

traditional format. Davies, et al. (2013) explored the benefits of flipped classroom that it may have

for students taking an introductory- course on spreadsheets in terms of achievement and

satisfaction. To achieve this aim, the researchers implemented a quasi-experimental mixed

methods design and found that flipped classroom was effective facilitated learning more than the

traditional classes. Students also found flipped classrooms more motivating and allow for greater

personalized learning. Revealing some similar findings, Butt (2014) compared students views

about the flipped classroom with traditional lecturing in a final-year actuarial course in an

Australian university. Using a survey approach, he found that the students views were average,

but far more positive towards the application of flipped classroom methodology.

In a very recent study, Findlay-Thompson and Mombourquette (2014) revealed different findings.

Their study examined the impact of flipped classroom in an introductory business course at Mount

Saint Vincent University on the students views and academic outcomes using qualitative and

quantitative techniques. Their study design included three groups in which one group used the

flipped classroom style. The other two groups received traditional lecture-based education.

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Interviews with students involved in the flipped classroom revealed mixed views about the

learning environment. Interestingly, quantitative investigation of the participants academic

outcomes showed that the grades of the three groups were identical. Likewise, McLaughlin et al.

(2013) conducted a study to determine if flipped classroom would impact student academic

performance, engagement, and perception in a pharmaceutics course delivered to two different

campuses. Using quantitative and qualitative techniques, the efficiency of the flipped classroom

was evaluated. Quantitative survey questionnaire distributed at the beginning and at end of the

flipped course revealed that students preferred pre-class learning, supported the use of in-class

time for more learning activities, and believed that pre-class learning greatly improved in-class

learning activities. The authors also found that the students responses in terms of course

evaluation and performance in the final exam did not significantly differ for the traditional

lecturing format and the flipped classroom format. However, qualitative results suggested that the

flipped classroom can enhance the students empowerment, progress, and well as engagement with

the course.

Creative Thinking

Enhancing students higher-order thinking skills such as creativity is a critical task for higher

education institutions in the current fast changing digital world. However, Hargrove and Nietfeld

(2014) argue that Creativity has been marginalized to some extent within formal educational

contexts (p. 2). In response, scholars sustain the notion that carefully designed interventions can

have a positive effect in increasing various creative abilities and that these outcomes extend across

criteria, settings, and target populations (Hargrove & Nietfeld, 2014: 3). One possible way of

doing so is implementing the flipped classroom methodology, which may effectively promote

higher-order thinking skill (Bergmann & Sams, 2012).

While flipped classroom relies heavily on the use of visualization, especially videos and

presentations, it can strongly support the generation of creative ideas (Martin & Schwartz, 2014).

The latter researchers explained the relationship between visualization and creativity by stating

that: visualisations can create conditions for creativity, in part, because they support simple

strategies that anyone can execute (p. 82). For this purpose, visualizations used to promote

creative thinking must acquire three main conditions in accordance with Martin and Schwartz

(2014). These conditions include:

1. Learners need to be familiar with such visualizations,

2. Learners must have a predilection for creating such visualizations, and

3. Learners should develop preferences for specific kinds of visualizations.

Creative thinking can be defined as a mental process involving the generation of new ideas or

concepts, or new associations between existing ideas or concepts (Jackson, Witt, Games,

Fitzgerald, von Eye & Zhao, 2012: 370). Simply, it refers to the ability to produce work that is

novel (Hargrove & Nietfeld, 2014: 2). Novelty captures the sense that an idea is not well worn;

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it is something new (Martin & Schwartz, 2014: 81). The novel idea cannot be separated from its

situated context to be appropriate and well suited to a time, context or problem (Martin &

Schwartz, 2014: 81). Consequently, Creative individuals solve problems by juxtaposing a

number of ideas not previously related to one another and consider the novel arrangement of

temporarily contiguous, unusual associations with a given stimulus (Hargrove & Nietfeld, 2014:

3). Hence, establishing a common understanding or conceptualization of creativity seems

problematic since the concept is unique among scientific phenomena insofar as there is no single,

authoritative perspective or definition of creativity (Jackson et al., 2012: 370). Edwards (2001)

agrees that creativity it is an amorphous concept that is not easily comprehended (p. 222). This

can be attributed to the fact that creativity has not been adequately defined and that incongruent

findings about the nature of creativity are commonplace in the literature (Edwards, 2001: 222).

However, with wide expansion of digital technologies such as videogames and online interaction,

potential effects of such technologies on students creative thinking have gained exponential

attention among scholars and educators (Jackson et al., 2012). To this end, Edwards (2001)

extensively reviewed the literature on the concept of creativity and its relationship with technology

such as computers. This scholar concluded that technology can facilitate creativity:

1. Computer programs should allow for the de-structuring of thought to facilitate the

building of new creative concepts based on old patterns of thinking.

2. The idea that a computer can aid in that process provides evidence that the highly

structured environment of the computer can be used to facilitate creativity and not just to

limit it.

3. The idea of allowing people to determine the time spent considering options, and the

general focus of control being with the individual, seemed to be especially important to

the facilitation of creativity (p. 226).

Research-based literature provided some clarification on the nexus between technology and

creativity. For instance, Jackson et al. (2012) studied the impact of using computer, Internet,

videogame and cellphones among 491 children on their creativity. The significant result that the

researchers found is that playing videogame was linked to higher levels of creativity while there

were no connections between the other types of technologies and the childrens creative thinking.

Another study was conducted by Kumpulainen, Mikkola & Jaatinen (2013) to investigate the

impact of technology such as laptops and the Internet and a digital collaborative writing tool on

students technology-mediated creative learning practices in a Finnish elementary school. The

authors found that the student developed creative chronotope in which the students engaged in

ubiquitous, multimodal, and multidimensional, technology-mediated creative learning practices

(p. 53).

In the context of higher education, Bonnardel and Zenasni (2010) studied whether new computer-

assisted designs would effectively facilitate students activities and enhance their creativity in the

design field. Based on the findings of this study, the authors pointed out that technology may

promote the designers creativity as well as their abilities to assess various ideas and solutions.

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Also, Doughty, Francksen, Huxley and Leach (2008) investigated the relationship between dance

education and interactive technologies in terms of computer-based, audio, and video. The study

highlighted that technology can be used to enhance creative process in dancing. Further, the

application of technology-based pedagogical designs can significantly enhance student-centered

autonomous learning in dance education.

Paper Aim, Scope and Question

As flipped classroom presents a new trend in education, scholarly research is limited regarding its

effectiveness (Abeysekera & Dawson, 2014; Bishop & Verleger, 2013) and most of it is

extremely limited on actual quantitative studies (Findlay-Thompson & Mombourquette, 2014:

65). Therefore, future research by the means of qualitative and quantitative approaches is

suggested (Bishop & Verleger, 2013).

The current study, therefore, is sought to address the role of the flipped classroom in the

promotion of creative thinking among higher education students. The hypothesis is that, while

flipped classroom allows for more preparation prior classes and intensive learning activities during

the classes, it is possible for the flipped classroom, as a methodology, to enhance the students

creative thinking. However, this seems impossible without appropriate and meaningful

instructional design.

The research key questions are:

1. What is the appropriate instructional design for the flipped classroom to promote higher

education students creative thinking?

Design Principles

The current paper implies that the flipped classroom can be a one possible solution to promote

creative thinking among higher education students. However, the flipped classroom is not a

strategy that is used to prepare students for classes using video-recorded lectures. It is a systematic

approach that must be implemented through the lens of meaningful instructional design. A

proposed instructional design for the flipped classroom is presented in Figure 2.

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Figure 2: A Proposed Instructional Design for the Flipped Classroom

The instructional design of the flipped classroom should focus on the following points:

1. Students must be prepared to utilize the flipped classroom prior conducting this

approach. Some students may hesitate to accept the change. Therefore, it is important

to introduce the students to the flipped classrooms aim, objectives, and activities prior

the implementation of this strategy.

2. Learning tools, materials, and resources, especially the video-lectures, should be

carefully prepared. This is to meet the students needs, preferences, and learning styles.

This also may help in gaining the intended course objectives and increasing the quality

of the students learning.

3. It is important to consider the study load of the students. Taking into consideration that

the students usually have several courses in the semester, it is critical not to overload

students with extra work. The focus should be on constructive, necessary and attractive

learning activities.

4. In-class activities should focus on increasing discussions, problem-solving, and

providing adequate feedback. In-class time should be dedicated to clarify issues, to

connect learning with the real world problems, and to facilitate the students

Students' preparation

Course materials and resources including the video-recorded lectures

Course preparation

Watching video-recorded lectures, and other learning materials

Individualized learning

Pre-class activities

Discussions, Problem solving, and Knowledge sahring

Feedback and Concepts clarification

In-class

activities

Quezes

Homework Assessments

System evaluation including design, materials, tools ... etc Evaluation

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participation and understanding. Also, in-class activities should focus on enhancing

communication and interaction between students as well as between students and their

instructor to share knowledge and constructive experiences.

5. Assessments should measure various skills and abilities of the students such as

achievement, creativity, and critical thinking using formative and summative methods.

6. Evaluation processes should address the various aspects of the flipped classroom

including the design of the video lectures, learning resources and other course

materials. The evaluation should also assess all activities both pre-class and in-class

whether instructors or students related activities.

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