Flipping and Blending in the Iron Triangle

This week I delved into innovation in online education, learning about the flipped classroom, and completed course planning and design to transition one course that has been a traditional, face-to-face (F2F) classroom into a blended, hybrid course.   A fellow faculty member shared a newsletter from the Online Learning Consortium (OLC) that had links to some podcasts from the University of Central Florida. 

After joining the OLC so I can continue to receive the newsletters, I followed the link to the podcast (Link shared below).  This was actually the first podcast I’ve ever listened to, and I have to say I really enjoyed it.  The broadcasters were very conversational, and began with one of my favorite topics:  COFFEE!!!!  After a discussion on the particular type of coffee (a single-blend from Vietnam), and a description of Starbuck’s use of the Clover coffee machine, the conversation shifted to a discussion of what was termed the Iron Triangle.  Apparently the Iron Triangle in higher education includes quality, cost, and access.  It was explained that any change in one of these three components results in an inevitable change in the other.  The topic was supposed to be Stimulus for Innovation in Higher Education.  Based on the topic title, I was really expecting some descriptions of how to be innovative in the online education environment.  I can’t say that this expectation was met.  However, I did enjoy the discussion and just learning about this thing called the Iron Triangle.  The point was made that you will never impact the Iron Triangle if you do nothing, so do something we must (Hmmm- that sounded very Yoda-ish!).  Another thing I liked about this was the website includes links to everything discussed- even the coffee! 

I also spent some time learning about flipping around the classroom.  I’ve done this before in a prior teaching appointment, but would like to be much more intentional about this in upcoming courses, and have even set a goal of flipping one class session this semester.  To help with this goal, I decided I needed to dive into the literature first.  I found two recent journal articles (References below), one focusing on student satisfaction, and the other on more objective data related to meeting outcomes.  It was reinforced that flipping the classroom may increase teacher workload, and from doing this before, I would have to agree.  Students may be more engaged and prefer a flipped classroom approach, and as a result may be more intellectually and emotionally invested.  Both articles I read indicated that while the results didn’t indicate that students learn more or better in a flipped classroom, both showed that students learning is equally effective as in a F2F setting.  It was also stressed, by both articles, that students need to be introduced and taught about the flipped approach.  Flipping the classroom requires students to read, learn, and prepare prior to coming to “class” so that what has been learned can be applied through active learning strategies that may be individual, but tend to be collaborative.  It occurred to me that this is what we ask students to do in the online classroom.  In the 100% online course, or the hybrid course, content may be delivered with no F2F component.  However, students are asked to read, learn, and prepare prior to completing assignments that may be individual, or collaborative.  Once I figured this out, it seemed to make planning for a flipped classroom a little easier.  In an upcoming module, my students will be learning about teamwork and collaboration.  This module will incorporate both inter and intra-professional communication and collaboration.  Nursing students often struggle with effective communication, so I think this is a perfect module to use a flipped approach.  Students will need to read and learn outside of class, then we’ll spend the entire F2F time practicing communication and collaboration- applying what we’ve learned.

Not only did I learn about the Iron Triangle and flipping the classroom, I also met another goal!!!!  This goal, even prior to this course, was to transition a traditional F2F course into a truly hybrid model.  The course catalog called the course hybrid, but when it had been taught before it really wasn’t a true hybrid, or blended learning, course.  My students are so busy with other courses, clinical, and skills and simulation lab.  Not to mention the majority have jobs, and some have spouses and children as well.  Their time is so limited, so I really felt that delivering content online rather than meeting F2F could help them out a little by providing some flexibility.  After talking it over with them, and gaining their agreement, I’ve not transitioned the course to a true hybrid model.  The course has seven concepts that are taught in modules.  Two modules will be delivered completely online with no F2F sessions.  Two other concepts will be taught both F2F and online.  Additionally, the required group project will be completed and delivered through presentations to the entire cohort using an online, multi-media format.  Students have also agreed to use of some form of social media to enhance the course, and a survey to gain data on interests and preferences is currently open.  Some students have already offered verbal feedback that they are enjoying the hybrid model, and feel that it really has helped them manage their time better.  The students completed the first online module and then attended a graded simulation experience that required application of the content in a different course.  The instructor of the other course offered feedback that the students seemed much more prepared for this experience than in prior semesters.  I do have to say, though, that the workload has been challenging to get everything prepared and set up for online delivery and management.  Students had to complete a discussion assignment for the first online module, and it was really tough to get original responses and replies graded for 67 students.  I’ve already decided that first assignment will need revision if I teach this again.

Overall, a pretty productive week.  Next week I’m looking forward to attending the Conference on Higher Education Pedagogy that is held annually at Virginia Tech.  There are several sessions focused on distance education that are interesting, and hopefully will help me go beyond flipping and blending. 

Podcast: Univ of Central FL- Episode 10: The Iron Triangle- Stimulus for Innovation in Online Ed:  https://online.ucf.edu/topcast-s01e10/?mkt_tok=3RkMMJWWfF9wsRons6vKZKXonjHpfsX56O0qX66%2FlMI%2F0ER3fOvrPUfGjI4DSsFiI%2BSLDwEYGJlv6SgFQrnCMaNz17gOWxQ%3D

Articles read:

Gross, B., Hoffman, M., Marinari, M., & DeSimone, K. (2015).  Flipped @ SBU: Student satisfaction and the college classroom. Educational Research Quarterly, 39(2), 36-52.

Murray, L., McCallum, C., & Petrosino, C. (2014). Flipping the classroom experience: A comparison of online learning to traditional lecture. Journal of Physical Therapy Education, 28(4), 35-40.