Hello everyone. This is Kaku, an academic research fellow.

In this English seminar, I introduced a paper on instructional design.

Instructional Design (ID) refers to theories and models for achieving optimal educational effects in various environments. This time, I introduced a paper that designed a flipped classroom using the “First Principles of Instruction.”

Paper Title: Applying “First Principles of Instruction” as a design theory of the flipped classroom: Findings from a collective study of four secondary school subjects
Journal: Computers & Education 118 (2018) 150–165
Springer International Handbooks of Education
Authors: Chung Kwan Lo, Chi Wai Lie, Khe Foon Hew
Year of Publication: 2018

I have summarized the outline below.

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In educational settings, the adoption of flipped classrooms is progressing. A flipped classroom is a teaching format where students watch materials such as videos before class, and if they have a certain level of prior knowledge, they can fully utilize class time for learning activities such as problem-solving and group discussions. However, previous studies have pointed out a lack of appropriate theoretical frameworks to guide the design and implementation of flipped classrooms, and that there are few effectiveness measurements that include a control group. The purpose of this paper is to design a flipped classroom using the First Principles of Instruction in a secondary school setting and to conduct a controlled study.

This research consists of two stages. First, the main instructional activities of the flipped classroom were analyzed using the First Principles of Instruction. The First Principles of Instruction consist of five elements. The course is designed in the order of problem-centered, activation, demonstration, application, and integration. Next, a practical study was conducted to verify how teachers can utilize these principles to better design flipped classrooms.

the practice was conducted at two secondary schools in Hong Kong.

The first stage is a two-week pilot study. From the pilot study and previous research, four points for improvement in conventional flipped classrooms were proposed.

1. The need for relevant background materials provided before class (Activation)

2. The need for a brief review of content learned before class and online exercises (Activation)

3. The need to introduce difficult themes in class and for the teacher to show examples of the problems (Demonstration)

4. The need to distinguish between learning goals outside the classroom (foundational) and learning goals inside the classroom (application)

Based on previous research and the pilot study mentioned above, the authors proposed the following model. It is shown in a figure in the paper. Here, I will provide a brief overview of this model. Both outside and inside the classroom are designed using the First Principles of Instruction; outside the classroom includes activation and demonstration, and inside the classroom includes all elements. If you are interested, please take a look at the model diagram in the paper.

Outside the classroom

1. Pre-class video content

Activation: Provide background materials necessary as a foundation for learning new knowledge

Demonstration: Introduce new knowledge by providing examples

2. Online follow-up exercises

Activation: Students apply the new knowledge learned in the video lecture and solve simple problems

Demonstration: Provide feedback on the problems answered by students to guide their learning

Inside the classroom

Problem-centered

Engage in real-world problem solving

1. Review of out-of-class learning

Activation: Confirm the main items of learning conducted outside the classroom

2. Mini-didactic lecture

Demonstration: Introduce advanced learning items not covered outside the classroom. The teacher circulates among students and provides necessary guidance

3. Problem-solving activities

Application: Apply what has been learned to solve various problems

Integration: Share and discuss approaches to problem-solving

Based on the above, the second stage was a practical study involving 382 students (flipped=207; non-flipped=175) and 5 teachers. The subjects were mathematics, physics, Chinese, and information technology. Teachers in charge of the flipped classroom designed their lessons according to the provided model.

Class settings were as follows:

Regarding non-flipped classrooms (control group)

・In mathematics, physics, and Chinese classes, 25 minutes were used for lectures and discussions, and the remaining time was spent on homework and individual guidance.

・In ICT classes, exercise formats were frequently used.

Regarding flipped classrooms (experimental group)

・Pre-class learning

1. Video: Watching 6–8 minutes, 1–3 segments (Activation, Demonstration)

2. Online questions (Application), feedback (Demonstration)

・In-class learning

1. Review of online learning content (Activation)

2. Guidance on comprehensive learning projects (Demonstration)

3. Individual and group learning activities (Application), problem-solving (Problem-centered).

4. Discuss when problems arise (Integration), seek teacher advice (Demonstration)

Collected data consisted of test scores and semi-structured interviews with teachers.

Analysis of the data revealed that in all three subjects—physics, mathematics, and language—the flipped classroom significantly improved performance in terms of learning outcomes compared to the non-flipped classroom. Analysis of teacher interviews showed that it was effective. However, there was no significant difference in the results for ICT classes. A possible reason for this is that the non-flipped classroom teachers incorporated practical activities into their lessons. In other words, the paper interprets that the fact that both flipped and non-flipped classrooms were conducted in a more interactive manner in information technology classes may have had an impact. Learning outcomes may be the result of active learning-style teaching and learning methods rather than just flipping the class content. Finally, it was pointed out that two challenges remain: teachers need a preparation period, and students need motivation for pre-class learning.

My own impression of this paper is that such large-scale, controlled, practical research is rare. I believe that not only analyzing student performance but also conducting interviews with teachers will be very useful for improving future course design using the First Principles of Instruction. However, one point I question is the setting of the control and experimental groups. The control group is a non-flipped classroom, and the experimental group is a flipped classroom designed using the First Principles of Instruction. How should the effects of the practice be distinguished? Was it that the flipped classroom went well, or that the design using the First Principles of Instruction went well? Points remain unclear regarding the characteristics of the flipped classroom versus the characteristics of the First Principles, and what exactly happened. I think it is quite difficult to control operationally, but as a paper, this is a point I am curious about. When I verify my own practices in the future, I will do so while considering these issues.