SOCIAL MEDIA IN FLIPPED CLASSROOMS TAMMY CLAYTON, LORI PAYNE, TIM MACK & AMANDA YARBROUGH EDUC 639 – LIBERTY UNIVRSITY

ABSTRACT Educational technology provides enormous potential to allow for alternatives to traditional classrooms. Computers and other forms of electronic technology are fundamental to society and integral to communications, information seeking and sharing, collaboration, and productivity. Social media in education provides methods through which students and teachers engage in continuous interaction with the entire learning process. This use of social media and student centered learning environment such as flipped classrooms, have allowed students to take full advantage of a collaborative learning environment.

INTRODUCTION Educational technology provides enormous potential to allow for alternatives to traditional classrooms. E-learning encompasses the skills educators are trying to install as 21 st Century learning skills in order for students to be successful in the world today. 21 st Century learning and e-learning to hand-in-hand to created endless opportunities for different learning environments that technology can offer.

21 ST CENTURY LEARNERS & E-LEARNING 21 st century learning is based on the premise of collaboration, oral and written communication, critical thinking, digital citizenship, research and the use of technology. Project-based learning is designed to engage students in learning deeply (Pearlman, 2006) and engage students in the key components of the 21 st century skills. Pearlman, B. (2006). 21st century learning in schools – a case study of new technology high school in Napa, CA. Retrieved from

21 ST CENTURY LEARNERS & E-LEARNING Couros, G (2011). The Principal of Change. Retrieved from:

21 ST CENTURY LEARNERS & E-LEARNING Two types of e-learning methods: Asynchronous: Self-paced courses which could use multimedia tools and some form of interactivity such as discussion questions. Synchronous: Includes tools that allow teachers to teach over the Internet. Virtual classrooms Audio/video conferencing Flipped classroom

FLIPPED CLASSROOMS A pedagogical model in which the typical lecture and homework elements of a course are reversed. Used to maximize face-to-face time with students, increase student motivation and to better student-teach relationships (Noonoo, 2012). Noonoo, S. (Ed.). (2012, June 20). Flipped Learning Founders Set the Record Straight. The Journal

WHY FLIPPED CLASSROOMS? Provides more face-to-face time to influence individuals and create circumstances to improve student motivation. Students take more ownership of the learning process because their knowledge and use of technology is valued not only by their teachers and peers. Students are pushed beyond the limits of their aptitude and forcing them to explore resources to increase their knowledge base.

FLIPPED CLASSROOM FORMAT Enhanced communication opportunities between teachers and students. Enhanced collaboration opportunities without the restraints of physically attending meetings. Students are able to collaborate through group projects and also collaborate through “feedback, interaction, analysis, and revisions (Faizi et al. 2015). Faizi, R., El Afia, A., & Chiheb, R. (2013). Exploring the potential benefits of using social media in education. International Journal Of Engineering Pedagogy, 3(4), doi: /ijep.v3i4.2836

ADVANTAGES OF SOCIAL MEDIA Enhanced communication opportunities between teachers and students. Enhanced collaboration opportunities without the restraints of physically attending meetings. Students are able to collaborate through group projects and also collaborate through “feedback, interaction, analysis, and revisions (Faizi et al. 2015). Faizi, R., El Afia, A., & Chiheb, R. (2013). Exploring the potential benefits of using social media in education. International Journal Of Engineering Pedagogy, 3(4), doi: /ijep.v3i4.2836

DISADVANTAGES OF SOCIAL MEDIA Problems reported by professors: It is difficult to keep up and manage all the conversations, especially when students were posting simultaneously. Plagiarism of posts from off of the Internet. Problems reported by students: Technological problems interfered with their ability to post to discussion boards. Students were constantly being monitored and ran more of a risk of offending someone in their posts. Students felt they were under more pressure to respond to discussion questions immediately. Alharbi, A. H. (2015). A flipped learning approach using social media in health informatics education. Creative Education, 6(13),

DISADVANTAGES OF SOCIAL MEDIA Legal concerns: There is a possibility that users of schools social media could have their right to freedom of speech infringed upon if it is misused (Wang, 2013). Are teachers legally held responsible for things posts on their personal social media pages? Do teachers and students have the ability to privately communicate through the use of the social media site and what problems can that cause? What happens if a parent posts something negative on the school’s site? Does there have to be student and/or parent permission before anything student related, including student photos or student-produced materials, is posted? Wang, Y. (2013). Social media in schools: A treasure trove or hot potato? Journal of Cases in Educational Leadership,

CONCLUSION Flipped learning provides students with the ability to establish and pursue specific individual learning goals, however “if used incorrectly instructional technology may actually hinder productivity by confusing or distracting students in ways that are counterproductive to learning” (Schacter, 1999). Schacter, J. (1999). The impact of education technology on student achievement: What the most research has to say. Santa Monica, CA: Milken Exchange on Education Technology.

CONCLUSION Limitations to flipped classrooms studies: The novelty effect is the tendency for performance to initially improve when technology is instituted. Most studies have been limited to one teacher’s classroom Methods of implementation have been introduced in various manners, therefore the validity of the data is open for scrutiny (Russell, Bedell, O’Dwyr, and O’Conner, 2003). Russell, M., Bedell, D., O’Dwyer, L., & O’Connor, K., (2003) Examining teacher technology use: Implications for preservice and inservice teacher preparation. Journal of Teacher Education. 54(4),

CONCLUSION Positive findings to flipped classroom research: A way to engage individual learners and provide learners with ways to be more involved in the learning process. Encouraged increased communication with teachers and peer inside and outside the classroom.