Lead Article: Online Classroom
February 6th, 2018

Don’t Just Flip—Unplug


flipped learning ideas

Why “unplug” in the classroom?

In his book Teaching Naked, Jose Bowen challenges us to rethink the role of technology in our courses and be more intentional about when we use it, why we use it, and what our students do with it. Bowen (2012) explains, “Technology is most powerfully used outside of class as a way to increase naked, nontechnical interaction with students inside the classroom” (preface, p. x). Here are three reasons you might want to consider adding unplugged strategies to your classroom:

  • To increase focus. In my work, the FLIP means to “Focus on your Learners by Involving them in the Process” (Honeycutt 2013 & 2016a). When you FLIP, you focus on integrating active learning strategies and helping students achieve higher-level learning outcomes when they are in class with you and their peers. When your students disconnect from their devices for part of a lesson, they can connect with each other and work with the course material in a different way. They are focused on the task of solving a problem, organizing information, analyzing content, or creating something new.
  • To decrease distractions. In a 2013 study, undergraduate students reported using a device (phone, laptop, tablet) almost 12 times a day during class for nonclass activities (McCoy). Interestingly, in 2012, researchers found that students did not have to be the ones engaging in nonclass activities to be distracted. Students in view of a peer engaged in off-task activities scored 17 percent lower on a post-lecture comprehension test (Sana, Weston, and Cepeda, 2012).
  • To add value. One of the most common challenges faculty face when implementing flipped and blended instructional design models is how to encourage students to complete coursework outside of the in-person class time. Students need to know how their out-of-class work will be used in class. Bowen (2012) explains, “Nothing has more potential to eliminate boredom and create an incentive for a student to come to class prepared than a complete rethinking of the use of class time, overhauling it from a passive listening experience into a transformative learning environment” (p. 185).

This is a Teaching Professor Article

To continue reading, you must be a Teaching Professor Member.
Please log in or sign up for full access.

Log In