On Essential Teaching Methods for Next Generations
Group Support Systems help educators "flip the classroom" by moving basic preparation outside class and using classroom time for structured dialogue, ordering, voting, reflection, and documented learning outcomes.
Y = Why: why does classroom time still disappear into monologue when students need practice, judgement, and interaction? At altitude, the first question is whether the learning route matches the weather. Bobbert argues that executive education needs structure, participation, and evidence, not longer lectures.
The article contrasts the traditional classroom with the flipped model. Instead of spending most classroom time on transmission, students first encounter material through reading or video. Class time then moves to higher-order work: application, analysis, synthesis, and evaluation.
Group Support Systems make that shift operational. Bobbert proposes three steps: brainstorming, ordering, and voting. Students first submit ideas, often anonymously. The teacher then structures and categorises the input. Finally, the group votes, ranks, or allocates points to converge on conclusions, decisions, or follow-up actions.
The method also gives schools an evidence trail. GSS captures participation, documents outcomes, supports reporting, and helps teachers reuse learning resources. The benefits include personalised learning paths, seamless technology integration, collaborative problem-solving, documentation of learning outcomes, faculty development, and global collaboration.
Three learnings and methodological approaches.
- Design flipped sessions around GSS agendas that state the objective, preparation task, and desired output.
- Moderate brainstorming, ordering, and voting cycles to move students from recall to evaluation.
- Document participation, decisions, and learning outcomes through GSS reports for review and improvement.
The route. The methodology is a flipped-classroom design using Group Support System moderated sessions, Bloom’s Taxonomy, double-loop learning, anonymous input, ordering, and voting. The route matters because structured participation turns scattered views into visible learning before the class reaches a conclusion.
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