{"id":18678,"date":"2016-05-23T08:27:39","date_gmt":"2016-05-23T12:27:39","guid":{"rendered":"http:\/\/carleton.ca\/edc\/?p=18678"},"modified":"2021-08-13T10:13:15","modified_gmt":"2021-08-13T14:13:15","slug":"helping-students-see-the-value-of-a-flipped-classroom-spotlight-on-jeffrey-erochko","status":"publish","type":"post","link":"https:\/\/carleton.ca\/tls\/2016\/helping-students-see-the-value-of-a-flipped-classroom-spotlight-on-jeffrey-erochko\/","title":{"rendered":"Helping students see the value of a flipped classroom: Spotlight on Jeffrey Erochko"},"content":{"rendered":"

By Emily Cook, TLS staff writer<\/em><\/p>\n

When most students enter a classroom, they expect to hear a professor talking at them for three hours straight. But Professor Jeffrey Erochko is hoping to change that expectation by flipping the classroom and showing students the value of class time.<\/p>\n

Erochko has been teaching structural engineering at Carleton University since 2013 with a research focus on earthquake engineering. In 2015, he won a New Faculty Excellence in Teaching Award<\/a> for his commitment to teaching excellence and innovation. When he first developed his courses he says he decided to make them unique.<\/p>\n

\u201cI thought, if I\u2019m going to do something interesting, I better do it the first time,\u201d he says.<\/p>\n

Erochko says he adopted a flipped classroom model of teaching, where the \u201clecture\u201d happens at home in the form of videos or readings and class time is saved for more interactive, hands-on activities. He says this was tricky to implement because engineering students expect to be presented with information before working independently.<\/p>\n

\u201cStudents are not used to preparing to come to class,\u201d he says.<\/p>\n

Erochko has his students watch YouTube videos with sample problems and complete readings and quizzes ahead of time. During his first year with the flipped classroom model he assigned textbook readings, which students didn\u2019t like, so he adapted by giving them his notes on textbook chapters.<\/p>\n

\u201cOne of the biggest challenges is to convince students that there is value in what you\u2019re doing, in order to convince them to actually engage with the kind of learning context that you\u2019re trying to get them to adapt to,\u201d he says.<\/p>\n

Erochko says students also need to be encouraged to come to class. \u201cI think that\u2019s the pitfall of the flipped class sometimes, that if they don\u2019t perceive the lecture time as valuable then they just won\u2019t come,\u201d he says.<\/p>\n

What works for Erochko is allowing students to get stuck on problems in class so they realize they need help.<\/p>\n

\u201cIt\u2019s much better for them to get that help from professionals in lecture or in tutorial than it is for them to try and struggle with that part on their own,\u201d he says.<\/p>\n

Erochko is now looking to incorporate an assignment where students post short videos on YouTube explaining an engineering concept or skill.<\/p>\n

He says he is constantly adapting and changing his teaching every year, with student perception influencing the changes.<\/p>\n

\u201cIf it\u2019s something good I should be able to explain it to them in a way that they also agree it\u2019s valuable,\u201d he says.<\/p>\n","protected":false},"excerpt":{"rendered":"

By Emily Cook, TLS staff writer When most students enter a classroom, they expect to hear a professor talking at them for three hours straight. But Professor Jeffrey Erochko is hoping to change that expectation by flipping the classroom and showing students the value of class time. Erochko has been teaching structural engineering at Carleton […]<\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_relevanssi_hide_post":"","_relevanssi_hide_content":"","_relevanssi_pin_for_all":"","_relevanssi_pin_keywords":"","_relevanssi_unpin_keywords":"","_relevanssi_related_keywords":"","_relevanssi_related_include_ids":"","_relevanssi_related_exclude_ids":"","_relevanssi_related_no_append":"","_relevanssi_related_not_related":"","_relevanssi_related_posts":"","_relevanssi_noindex_reason":"","_mi_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":"","_links_to":"","_links_to_target":""},"categories":[1],"tags":[443],"yoast_head":"\nHelping students see the value of a flipped classroom: Spotlight on Jeffrey Erochko - Teaching and Learning Services<\/title>\n<meta name=\"description\" content=\"By Emily Cook, TLS staff writer When most students enter a classroom, they expect to hear a professor talking at them for three hours straight. 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