Presentation on one approach to flipping the classroom that employed blended learning. This approach may provide a workable solution on campus or as an interim step to online courses. Presented at #highedweb 2014 in Portland, OR, October 21.

1. Integrating teacher-centered (objectivist) &
learner-centered (constructivist) approaches
by
Kelly R. Elander, Ph.D.

3. Who you are?
• You teach at the college or university level?
• You help instructors who teach or create
courses & interactions?
• You manage or maintain the LMS/CMS for
a college or university?
• You create interactions or features for an
LMS/CMS?
• You create or manage integrations between your
LMS/CMS & other dBs or websites?
• You manage or support the IT & dB
functions at a college or university?

4. Integrating teacher-centered (objectivist) &
learner-centered (constructivist) approaches
by
Kelly R. Elander, Ph.D.

5. Two Philosophies –Two Approaches
Teacher–Centered Learner–Centered
John Locke, Skinner,
Bandura
Jean Rousseau, Piaget,
John Dewey,Vygotsky
Traditional
Paradigm
New Paradigm
(Jonassen, 1991)
Objectivist Constructivist
Instructivist Student-Centered/
Experiential
Positivist Subjectivist

6. Cronje’s Model
Researcher and
educator
Dr. Johannes Cronje
(2006) questioned the
view of objectivism &
constructivism (in
learning) as opposites
on a continuum or that
the “constructivist-only”
approach is always
best. Cronje chose to
see the approaches in
an orthogonal
relationship (i.e., axes
at 90 degree angles to
one another) forming a
Cronjé’s model (2000, 2006) of the
new relationship may potentially
illustrate all the types of
instructional courses that could be
formed when
integrating objectivist and
constructivist approaches.

7. 4 Quadrants for Integrating the
Approaches

8. Integrating the Approaches
Cronje’s (2006) new perspective on the relationship
between objectivist & constructivist approaches in
instruction could potentially transform current theory
and address the concerns & experience of practitioners.
A few researchers have started identifying models, and
frameworks to guide the integration of these two
approaches to capitalize on the strengths of each
(Antle & Wise, 2013; Charles, 2014; Cronjé, 2000, 2006;
Tangworakitthaworn, Gilbert, & Wills, 2011; Yanchar,
South, Williams, & Wilson, 2008).

9. Combining Approaches
To combine teacher- & learner-centered
approaches, consider–
5 crucial dimensions in any learning.
 Pre-existing & emerging information (foundational &
central concepts)
 Learner engagement with learning & information
 Learner processing of new information
 Learner application of new information
 Expert thinking (problem-solving) use of the information

10. Hybrid Approach Used in ComM254
Five Key Components
in Instruction
1. Pre-existing & emerging
information. (foundational &
central concepts)
2. Learner engagement with
learning & information
3. Learner processing of new
information
4. Learner application of new
information
5. Expert thinking related to the
topic
Components Reordered in
InternetCommunication
(ComM254)
2. Learner engagement with learning &
information
1. Pre-existing and emerging information.
(foundational & central concepts)
3. Learner processing of the information
5. Expert thinking related to the topic
4. Learner application of the information

11. Hybrid Approach Used in ComM254
.
Keller’s ARCS Model
–
Attention
Relevance
Confidence
Satisfaction
Starting with Motivation & Engagement

12. .
Components Reordered in
InternetCommunication
(ComM 254)
2. Learner engagement with
learning & information
1. Pre-existing and emerging
information.(foundational &
central concepts)
3. Learner processing of new
information
5. Expert thinking related to
the topic
4. Learner application of new
information
Blended InternetCommunication
(ComM 254)
2. Pre-course online survey - learners select
the topics most relevant to their future career
1. Pre-established starter topics (in critical
thinking & online research), then there is a
research component (provided links, videos,
PPTs, materials, lecture) in each topic.
3. Each topic has a discussion component (w/
a partner, team, and/or the class) for learners
to process information.
5. Teacher facilitates a discussion, prompting
critical thinking related to the topic.
4. Learners create a project deliverable
summarizing topic information.

13. Hybrid Approach Used in ComM254
This first
element was
handled by
sending
students a link
to an online,
pre-course
survey to select
topics for the
ComM254
Internet
Communication

14. .
Components Reordered in
InternetCommunication
(ComM 254)
2. Learner engagement with
learning & information
1. Pre-existing and emerging
information.(foundational &
central concepts)
3. Learner processing of new
information
5. Expert thinking related to the
topic
4. Learner application of new
information
Blended InternetCommunication
(ComM 254)
2. Pre-course online survey - learners select
the topics most relevant to their future career
1. Pre-established starter topics (in critical
thinking & online research), then there is a
research component (provided links, videos,
PPTs, materials, lecture) in each topic.
3. Each topic has a discussion component (w/
a partner, team, and/or the class) for learners
to process information.
5. Teacher facilitates a discussion, prompting
critical thinking related to the topic.
4. Learners create a project deliverable
summarizing topic information.

15. Hybrid Approach Used in ComM254
The teacher selects a couple of foundational
topics to set the stage for future learner-centered
topicOs innl itnhee cRoeusresea.r ch Critical Thinking

16. LMS Used in ComM254
The LMS isn’t as
important as the
kinds of learning
experiences and
interactions we want
to create.

17. Hybrid Approach Used in ComM254
The typical topic will have the final assignment
instructions & an explanation of the suggested
method(s)
to tackle the topic.

18. Hybrid Approach Used in ComM254
There is a three
part approach
& rubric for
each topic. The
details of the
approach may
differ from
topic-to-topic.

19. .
Components Reordered in
InternetCommunication
(ComM 254)
2. Learner engagement with
learning & information
1. Pre-existing and emerging
information.(foundational &
central concepts)
3. Learner processing of new
information
5. Expert thinking related to
the topic
4. Learner application of new
information
Blended InternetCommunication
(ComM 254)
2. Pre-course online survey - learners select
the topics most relevant to their future career
1. Pre-established starter topics (in critical
thinking & online research), then there is a
research component (provided links, videos,
PPTs, materials, lecture) in each topic.
3. Each topic has a discussion component (w/
a partner, team, and/or the class) for learners
to process information.
5. Teacher facilitates a discussion, prompting
critical thinking related to the topic.
4. Learners create a project deliverable
summarizing topic information.

20. Hybrid Approach Used in ComM254
After establishing the final assignment &
suggested
methods, readings, articles, websites, videos,
tools, &
other materials are provided to start the learner’s
research.
Student-centered Learning
Environments (Land &
Hannafin)
Constructivist Learning
Environments (Jonassen)

21. .
Components Reordered in
InternetCommunication
(ComM 254)
2. Learner engagement with
learning & information
1. Pre-existing and emerging
information.(foundational &
central concepts)
3. Learner processing of new
information
5. Expert thinking related to
the topic
4. Learner application of new
information
Blended InternetCommunication
(ComM 254)
2. Pre-course online survey - learners select
the topics most relevant to their future career
1. Pre-established starter topics (in critical
thinking & online research), then there is a
research component (provided links, videos,
PPTs, materials, lecture) in each topic.
3. Each topic has a discussion component (w/
a partner, team, and/or the class) for learners
to process information.
5. Teacher facilitates a discussion, prompting
critical thinking related to the topic.
4. Learners create a project deliverable
summarizing topic information.

22. Hybrid Approach Used in ComM254
The discussion component may take many forms.
• Live class discussion
• Discussions in smaller groups
• A class activity to collect & organize ideas, such
as a
mind map or generating lists.
• Online forums

23. Hybrid Approach Used in ComM254
Some topics may have two or more discussion
sessions – one to process research findings
and then another to further analyze and
classify information learned.
The teacher often facilitates these discussions
and tries to stir critical thinking and questions.
Techniques include
• Socratic questions
• Requests for further explanation
• Q & A following a student presentation.

24. .
Components Reordered in
InternetCommunication
(ComM 254)
2. Learner engagement with
learning & information
1. Pre-existing and emerging
information.(foundational &
central concepts)
3. Learner processing of new
information
5. Expert thinking related to
the topic
4. Learner application of new
information
Blended InternetCommunication
(ComM 254)
2. Pre-course online survey - learners select
the topics most relevant to their future career
1. Pre-established starter topics (in critical
thinking & online research), then there is a
research component (provided links, videos,
PPTs, materials, lecture) in each topic.
3. Each topic has a discussion component (w/
a partner, team, and/or the class) for learners
to process information.
5. Teacher facilitates a discussion, prompting
critical thinking related to the topic.
4. Learners create a project deliverable
summarizing topic information.

25. Hybrid Approach Used in ComM254
The final assignment is a project or presentation
designed to permit learners to show their
.
understanding of the topic.

26. Other Flipped Approaches
Efforts to flip the classroom can involve
instructors choosing their role anywhere on a
spectrum from total direction to no direction.
Additionally , the flipped classroom can be done
offline as well as online & anywhere in between.
Flipped classroom can also employ.
• Game-based learning
• Project-based learning
• Collaborative problem-solving
• Simulations
• Cognitive Apprenticeship

28. Antle, A.N., & Wise, A.F. (2013) Getting down to details: Using theories of cognition
and learning to inform tangible user interface design. Interacting with Computers,
25(2), 1-20. doi:10.1093/iwc/iws007
Charles, J.M. (2014) Constructivism, direct instruction, and the Free-energy
Optimization Principle: Cognitive perspectives on learning. Canadian Journal for
New Scholars in Education, 5(2), 31-38.
Cronjé, J. C. (2006). Paradigms regained: Toward integrating objectivism and
constructivism in instructional design and learning sciences. Educational
Technology, Research and Development, 54(4), 387-416. doi:10.1007/s11423-006-
9605-1
Jonassen, D. H. (1991). Objectivism vs. constructivism: Do we need a new paradigm?
Educational Technology Research and Development, 39(3), 5-14. doi:
10.1007/BF02296434
Tangworakitthaworn, P., Gilbert, L., & Wills, G. (2011, November). Towards a
Matching Strategy of Constructivism and Instructionism. Paper submitted to the
19th International Conference on Computers in Education, Chiang Mai, Thailand.
Retrieved from http://eprints.ecs.soton.ac.uk/22598/

29. Tangworakitthaworn, P., Gilbert, L.,& Wills, G. (2012, June). An Equivalent
Architecture of Learner's and Instructor's Knowledge through the Matching of
Intended Learning Outcome. Paper submitted to the 5th World Summit on the
Knowledge Society, Rome, Italy. Retrieved from http://eprints.soton.ac.uk/273230
Yanchar, S. C., South, J. B., Williams, D. D., & Wilson, B. G. (2008). How do instructional
designers use theory? A qualitative-developmental study of the integration of theory
and technology. In M. R. Simonson (Ed.), Proceedings of selected research and
development presentations (pp. 331-337). Washington DC: Association for
Educational Communications and Technology.

33. Pilot Results Main Study Results