By Kelly Holmes
What is a flipped classroom?
A flipped (or inverted) classroom is where students are assigned normal “lecture” materials to review on their own time or as part of the allotted class hours in preparation for the scheduled class. There are various methods of delivery but professors can assign readings, record their own lectures, supply quick online quizzes to help the student direct their learning, and provide in-class assignments for students to consider before class. Then, the scheduled class is utilized as a hands-on and interactive environment where students actively apply the information they learned on their own. It allows students to engage and consider questions and concerns, and provides an outlet for discussion and interpretation with peers and their professors (Lage, Platt, and Treglia, 2000).
In a document produced by Educause, several positive points are outlined. The document states that passive listening and note taking in many classes actually impairs understanding and learning. When the student is in control of the lecture materials (by this I mean that the students can control the pace of the lecture and can review the materials however many times they need to understand), they can easily pinpoint topics or theories that either interest them or are confusing and have an active outlet in class to engage with this troublesome material. In addition, this article states that educators can more easily gauge understanding and areas that need further explanation based on the production of results from in-class assignments and the increased engagement between student and educator.
The result of this teaching technique seems to be increased student engagement, active peer explanations, and focused interaction. This technique may force students to challenge their understanding of the subject matter, as they need to directly apply it in class. The move towards personal accountability provided by this model lets students review the materials at their leisure. This means that students can access the information from wherever and whenever it is convenient for them. However, it does place the impetus on the student to be actively engaged with the material and to meet scheduled deadlines. The consequences for not reviewing the materials before an in-class project or activity may be confusion and frustration. But it may also give them motivation to come to class prepared, engaged, and curious.
This type of flipped classroom (even if only done occasionally) may help learners of all different types. Independent and self-directed learners may enjoy the freedom of access to course materials, visual and experiential learners may enjoy the active learning environment, and collaborative learners may benefit from the increased contact and engagement with peers and their professor. Because a classroom is populated by students with many different learning styles and capabilities, the traditional lecture may not be fulfilling the needs of all students.
For more information on this topic, please utilize some of these resources:
Lage, Maureen J., Glenn J. Platt and Michael Treglia, “Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment,” The Journal of Economic Education, 31, no. 1 (2000), 30-43.