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Synchronous Online Flipped Learning Approach — SOFLA

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Explore and create : Playground

This is presentation 2 of 3, at station "STATION 4 - Hybrid and Remote Best Practices" within the playground "Let the Games Begin! Play With Interactive Videoconferencing PLN"; scroll down to see more details.

Other presentations in this group:

Dr. Helaine Marshall  

The Synchronous Online Flipped Learning Approach (SOFLA) is a distance learning model that closely replicates actual classroom teaching and includes structured, interactive, multimodal activities, both asynchronous and synchronous. Participants will learn how to implement the eight-step learning cycle and will receive resources to guide them in using SOFLA.

Audience: Teachers, Coaches, Professional developers
Skill level: Beginner
Attendee devices: Devices useful
Attendee device specification: Smartphone: Android, iOS, Windows
Laptop: Mac, PC
Tablet: Android, iOS, Windows
Participant accounts, software and other materials: Helpful but not necessary:
Student account in http://perusall.com
Student account in http://go.playposit.com
Topic: Distance, online & blended learning
ISTE Standards: For Educators:
  • Explore and apply instructional design principles to create innovative digital learning environments that engage and support learning.
  • Set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness.
  • Use technology to design and implement a variety of formative and summative assessments that accommodate learner needs, provide timely feedback to students and inform instruction.

Proposal summary

Purpose & objective

Objectives: Participants will be able to identify and describe the 8 steps of the SOFLA® learning cycle; Participants will be able to explain how SOFLA® fosters teaching presence in online settings both synchronously and asynchronously; Participants will be able to apply SOFLA® to their subject matter and grade level in their local context.
Educational Challenge: How to maintain and foster teaching presence in an online learning environment.
Models Employed: SOFLA® - Synchronous Online Flipped Learning Approach.
Lesson Plan/Instructional activities/strategies: 8-step learning cycle: (1) Pre-Work; (2) Sign-In Activity; (3) Whole Group Application; (4) Breakout Groups; (5) Share-Out; (6) Preview and Discovery; (7) Follow-Up; and (8) Reflection. Instructional electronic resources or tools: Videoconferencing (any application), Shared interactive social annotation tool (Perusall), Video lessons with embedded questions and discussion (PlayPosit).
Evidence of Success: Data from 5 years of implementation of the model in teacher education programs.


Timed Agenda
Content: Flipped Learning
Detail: Four key questions to ask when flipping instruction online
Minutes: 2
Activities: 8 Steps of SOFLA®
Detail: Participants go through the 8 steps of SOFLA in a whirlwind demonstration of the model: (1) Pre-Work; (2) Sign-In Activity; (3) Whole Group Application; (4) Breakout Groups; (5) Share-Out; (6) Preview and Discovery; (7) Follow-Up; and (8) Reflection.
Minutes: 12
Content: Evidence of Success
Detail: Data from student interviews and questionnaires
Minutes: 4
Minutes: 2

Supporting research

The Synchronous Online Flipped Learning Approach (SOFLA) draws from two research areas, both focused on best practices in instructional technology: online learning and flipped learning. The Community of Inquiry framework for online teaching (Garrison, Anderson, & Archer, 2000) provides the foundation for the synchronous component that fosters both teaching presence and social presence and complements the asynchronous component that consists of content delivery. Flipped learning (Bergmann & Sams, 2012; Flipped Learning Network, 2014) is a pedagogical approach that moves direct instruction to the out-of-class individual space and brings practice and application activities into the group or in-class space. In an online setting these correspond to the asynchronous and synchronous components of SOFLA. In terms of Bloom’s revised taxonomy (Anderson & Krathwohl, 2001) the lower levels of Bloom’s hierarchy are “flipped,” leaving class time for engaging students in the upper levels of Bloom, activating critical thinking and deeper learning.

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Dr. Helaine Marshall, Long Island University-Hudson

Dr. Marshall is Professor of Education and Director of Language Education Programs at LIU Hudson, NY, USA. She teaches courses in linguistics and multicultural education in face-to-face, blended, and synchronous online formats. Her research interests include: culturally responsive-sustaining education and nontraditional teaching of grammar, and instructional technology, especially flipped learning. She has published articles in ELT Journal and TESOL Journal, among others. Dr. Marshall has developed a model of online flipped learning, and her most recent article on that topic is “Fostering Teaching Presence through the Synchronous Online Flipped Learning Approach,” published in TESL-EJ and co-authored with Ilka Kostka.

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