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Flipped, Tipped, or Traditional: Adaptive Tools Can Support Any Blended Learning Model

Posted in Adaptive Learning, Higher Education on April 20, 2017 by

Like many people, I funded my graduate school (and early teaching career) by bartending. At the end of any really long or otherwise challenging shift, I looked forward to drowning my sorrows with Waffle House coffee as I contemplated the complexities of their hash brown menu…smothered, covered, and diced went without saying, but then what? Capped? Peppered? Chunked?

If you’re not from the South (or you’re just not a fan of Waffle House, or hash browns), you’re probably feeling a little lost right now. Don’t worry—a quick Google search will clear things right up for you! (Trust me, by the time you get to a Waffle House, you’ll likely know exactly what you want.)

If, on the other hand, it’s the “flipped, tipped, or traditional” that has you wondering, we can dig deeper here for you. What are the differences between these three models of blended learning, and what role can adaptive tools play in each?

According to EDUCAUSE the flipped classroom is a pedagogical model in which the typical lecture and homework elements of a course are reversed.

In other words, concepts or skills are introduced to students ahead of class time through a digital medium, and in-class time is spent working with, practicing, or applying their newly acquired knowledge or skills. (Check out a Knewton infographic on this model.)

In this model, homework typically functions to:

  • prepare students for productive in-class time by giving them materials that introduce or develop key concepts and skills you’ll be working on in class;
  • provide visibility into students’ current knowledge or skillset ahead of introducing challenging material in class;
  • or both of the above.

Adaptive learning tools like Knewton can have a positive impact in this context because they guide students through material that’s coming up in class, offering lots of practice as well as an opportunity to demonstrate mastery so students feel more comfortable participating in class discussion or group activities.

Instructor dashboards and reports enable you to know ahead of time which concepts or skills your students struggle with as a group, so your instructional plan can be targeted to these learning objectives. Some instructors use the Knewton dashboard to build groups or facilitate other peer-to-peer learning opportunities between partners with complementary strengths and weaknesses, or to inform one-on-one instruction or meetings.

The traditional model, in the context of blended learning, refers to a pedagogy that utilizes homework in pretty much the opposite way. The concepts or skills students work on after class are those that were introduced or developed in the class immediately prior. In this model, homework can:

  • provide additional practice opportunity;
  • enable students to make use of and take greater ownership of new knowledge and skills;
  • serve to demonstrate mastery or understanding;
  • or, all of the above.

Adaptive learning tools can play a role here similar to their role in the flipped class, offering advantages for both teaching (instructor analytics let you know where your class stands as a whole and also see how each student is faring individually) and learning (lots of additional practice, instruction if needed, and opportunity to demonstrate understanding and build confidence). Inclusion of non-adaptive assignments like quizzes or tests are commonly used to give closure and provide evidence of student learning that can be easily measured and assessed.

This brings us to the tipped model—the newest of the bunch, and not one you’ll have much luck Googling (at least this was true at the time of this draft!) but it’s a term that’s begun surfacing in conference paper titles and abstracts. And it’s floating around with some uncertainty in conversation.

Personally, I love it! In part because of the imagery but mostly because it captures the interstitial nature of this model; its capacity for tilting between the flipped and the traditional.

In this model, you might assign homework that meets the same purposes for which you would assign homework in a flipped context (prepare students for the material, gain insight into students’ prior/current knowledge, etc.), and then use the instructor dashboard to help you decide on the best topics for a “mini-lecture” at the start of class and provide the focus for the day’s activities. Then, after class, you’re back to the traditional model—students return to the platform to take a quiz; you see the results in real time and can adapt accordingly.

Any way you slice it (or dice, smother, cover, cap, or pepper it), adaptive learning tools can add a lot to the experiences of both teaching and learning. I have no doubt that these tools would have made my early teaching life much easier—leaving the tough decision of the day to hash browns.

Editor’s Note: We’ve got some new tools on the market that fit any of these models. Take a spin for yourself!

Aimee Berger, Ph.D, is a solutions architect for Knewton. She travels around the country helping college instructors implement adaptive learning tools.