New and Emerging Learning Models
Flipped / Inverted Learning
The flipped approach uses classroom time which would have traditionally been used for lecture for more engaging activities such as group discussions and problem solving. Instructional resources such a podcasts and readings are provided online for students to review before coming to class. One of the benefits of this approach is increased instructor to student and student to student interaction. The flipped classroom is a student centered environment where class disscussion and questions may become noisy and instructors must be prepared to deal with a chaotic environment and address questions as they arrise
http://chronicle.com/blognetwork/castingoutnines/2012/08/14/how-the-inverted-classroom-works-a-manifesto-for-students/ (Great example of instructions for students)
http://www.economist.com/node/18678925 (A University of British Columbia study of 850 students in a physics course compared outcomes for traditional lecture and flipped classes.)
Blended / Hybrid Learning
The blended learning environment consists of a combination of online activities and face to face class meeting. Face to face time may be spent on lecture, problem solving, discussion or question and answer opportunites. Blended courses are often taught as the flipped model with classroom meeting time reduced by 33 to 50%. Case studies for this format, (see list below), are encouraging. This format appeals to busy and non traditional students as it requires less time on campus but still requires regular meetings with the class.
Online courses do not meet in the face to face environment at all. Synchronus online meetings may be held via Skype or we conferencing tools, but the majority of the activities are offered in an asyncrhonus format. Quality online courses have a high level of student to student and student to instructor interaction. Faculty who teach online often report that they find it rewarding but challenging and time consuming in that all communications with students are done at a distance. IVCC has established reccommended best practices for faculty members teaching online courses that address response times for questions and assignment feedback as well as web page content.
IVCC Best Practices for Online Learning
IVCC Online Course Quality Rubric
MOOCs (Massive Open Online Courses)
This emerging format consists of fully online courses for professional developemnt or personal interest at no cost. Many MOOCs are offered by respected Universities such as Berkley and Yale. They are ussually managed by a faculty member and team of graduate assistants. The quality of the instructor to student and student to student interatction may be limited due to the size of the class. The retention rate for MOOCs is significantly lower than other formats. One of the primary sources of MOOCs, Coursera has reported an average retention rate of 45%. MOOCs are a potential option for professional development.
Educause Article on Retention Problems Associated with MOOCs
NY Times Article on MOOCs
Sources of MOOCs
Gamification is the practice of employing games as learning tools. The goal of gamification is have students actively engaged in problem solving and applying critical thinking while learning new concepts. Game creation can be time consuming although there are many games available for faculty to use through resources such as Merlott.
Learning communities are created when a group of students particpate in more than one course together. Students enroll in the combined curriculem and earn credits for all of the courses simultaneously. The faculty members teaching the courses collaborate and create assignments that relate to both topics. An example might be students enrolled in a composition and socoiology courses might be given writing assignments that require them to master writing research papers and topics that are required for the sociology curriculem.