The flipped classroom has become something of a buzzword in higher education, often praised as a silver bullet for engagement and learning. Walk through any teaching conference, and you’ll find sessions promising that simply moving content delivery online will transform your courses. But having experimented
Learning management systems (LMSs) are, on one level, another space—beyond the classroom—to “interface” with students, both cognitively and metacognitively. They are spaces, as Merriam-Webster defines the noun interface, where “independent and often unrelated systems meet and act on or communicate with each other”—a function that
The flipped class is one of the hottest topics in the teaching field today. In a traditional course, students get the learning content through an in-class lecture and then work with that content outside of class as homework. The problem is that if students
Evidence shows what many faculty already know: that many students are not doing the assigned readings for their classes. The numbers are striking. Today’s college student spends an average of six to seven hours per week on assigned readings, down from 24 hours in
The digital revolution has given faculty far more tools for assessment than the traditional paper or worksheet. Now students can better exercise their creativity in presenting their learning through a combination of text, images, videos, and other media in a portfolio-like format. Book Creator, a
It’s almost impossible to read blogs, articles, even books on teaching without seeing a multitude of suggestions for not “wasting” the first day of class by covering the syllabus, course schedule, class rules and routines, and the like. I’ve even written one myself (Brown, 2009).
The flipped classroom model encourages students to complete preliminary work prior to class so they are prepared to engage in higher-level learning experiences during class. But what happens when students don’t do the preclass work and aren’t prepared to participate?
This can be one of
One of the central features of a flipped classroom is the active learning that takes place within it. When students come to class having viewed a short lecture or read materials in advance, then classroom time can be devoted to engaging with that material, focusing
Flipped learning environments offer unique opportunities for student learning as well as some unique challenges. By moving direct instruction from the class group space to the individual students’ learning spaces, time and space are freed up for the class as a learning community to explore
Integrating flipping strategies into your classroom promotes student engagement, challenges students to address higher levels of Bloom’s Taxonomy, and increases student success and learning.
