By: Cassandra Hendry
In thousands of classrooms across Canada, students sit in bolted-down chairs, periodically nodding off as a professor drones on for three hours straight. In these classes, a lecture truly lives up to its name. It’s not always pretty.
And then there’s Richard Nimijean’s classes.
Nimijean, a professor of Canadian Studies at Carleton, decided that he wanted to try a new way of teaching: a flipped classroom.
Flipping a classroom means that the traditional professor-student dynamic is thrown out the window in favour of a co-operative learning environment where students think critically about the course material.
This includes creating discussion questions for break-out groups in class, participating in cuLearn exercises, and keeping PowerPoint presentations brief to promote active learning and avoid distractions.
“Flipping is a little bit dangerous but also a lot of fun,” says Nimijean. “Any time you try to do something different, there’s always a fear that’s involved because you’re going away from what’s known, not only for you but for your students.”
Nimijean’s first experience in flipping was while teaching a Canadian Studies course in the summer semester of 2012. He faced some difficulties as students could choose to watch the course online—which meant a vibrant classroom atmosphere wasn’t possible with only six students.
“Despite my intentions, it turned into a three hour lecturefest twice a week,” he says.
He tried again in 2013 in his next major first-year class, now armed with a better understanding of flipping from the past year and a half.
Term papers and lectures were gone; Nimijean introduced break-out groups, one minute essays, and final papers that made students think critically about real world scenarios.
“I think students do recognize when you’re trying, when you’re passionate, when you listen to them and respect them,” he says.
Flipping didn’t always live up to Nimijean’s expectations, though. Some students found it too challenging and were confused by his break from the traditional lecture atmosphere. After receiving some negative midterm reviews by students, he decided to revert back to the standard teaching method.
“You feel like you’re really putting yourself out there. But it was seen as a burden precisely by those students who you’re trying to help the most,” he says.
Despite the stumbling blocks, Nimijean says he’d like to try it again, calling it a “great experience.” This time, he says he’ll stick to upper-year classes, where participation and stimulating class discussion are more welcomed.
“I think the benefits are there, but as I’m reflecting on things now, it could always be better. It’s an ongoing experiment.”