Flipping the Counseling Classroom to Enhance Application-Based Learning Activities

Abstract

Flipped learning is an instructional approach that employs asynchronous video lectures as homework and active, group-based activities in the classroom (Bishop, 2013). During the past decade, this teaching approach has increased in popularity among K-12 teachers and higher education instructors. Though one model of flipped learning is traditionally described in the literature, several models exist and are detailed in this article.

A Case Study Exploring Students’ Experiences in a Flipped Counseling Course

“…Lage et al found the majority of students responded positively to the inverted class. Researchers credit current interest in flipped learning to Jonathan Bergmann and Aaron Sams, two high school chemistry teachers who in 2006 began assigning video lectures to students before class and facilitating hands‐on lab activities in class (Bergmann & Sams, 2012; Merlin, 2016a; Moran & Milsom, 2015). Since then, educators across school levels have become interested in flipped learning as a method to improve student learning (Moran & Milsom, 2015).…”

“…Using predominantly quantitative means, researchers have examined several flipped learning variables, including student performance, student and educator perceptions, and learning environments across a range of disciplines, such as engineering, medicine, and information technology (Davies, Dean, & Ball, 2013; Mason, Shuman, & Cook, 2013; Prober & Heath, 2012). In a review of 24 quantitative studies on flipped learning across fields, Bishop and Verleger (2013) concluded that students’ perceptions of flipped classrooms were consistently positive with a few students regularly dissenting (Blair et al, 2016; Merlin, 2016a).…”

“…Although face‐to‐face lectures remain the predominant teaching method in university classrooms (Foldnes, 2016; Kim, Jung, de Siqueira, & Huber, 2016; Prober & Heath, 2012), flipped learning is gaining popularity as a preferred teaching method, given its use of technology to create student‐centered learning environments (Merlin, 2016a; Moran & Milsom, 2015). Researchers attribute the rise of flipped learning in both K–12 and higher education classrooms to increased accessibility of technology in education (Foldnes, 2016; Murphy, Chang, & Suaray, 2016).…”

“…Flipped learning is an especially useful teaching approach in counselor education, given the need to teach both content and skills (Merlin, 2016a; Moran & Milsom, 2015). Counselor educators historically have had to choose how to balance class time between delivering content and practicing counseling skills, and flipped learning offers a solution to this dilemma (Gladding & Ivers, 2012; Merlin, 2016a).…”

“…Flipped learning is an especially useful teaching approach in counselor education, given the need to teach both content and skills (Merlin, 2016a; Moran & Milsom, 2015). Counselor educators historically have had to choose how to balance class time between delivering content and practicing counseling skills, and flipped learning offers a solution to this dilemma (Gladding & Ivers, 2012; Merlin, 2016a). Removing content delivery from class time allows counselor educators to dedicate more time to the practice of counseling skills and other application activities, such as classroom discussions, case study analyses, and guest speakers (Merlin, 2016a).…”