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05 SEPTEMBER 2014

EDUCAUSE: 7 things you should know about flipped classrooms

"The flipped classroom is a pedagogical model in which the typical lecture and homework elements of a course are reversed. Short video lectures are viewed by students at home before the class session, while in–class time is devoted to exercises, projects, or discussions. The video lecture is often seen as the key ingredient in the flipped approach, such lectures being either created by the instructor and posted online or selected from an online repository. While a prerecorded lecture could certainly be a podcast or other audio format, the ease with which video can be accessed and viewed today has made it so ubiquitous that the flipped model has come to be identified with it.

The notion of a flipped classroom draws on such concepts as active learning, student engagement, hybrid course design, and course podcasting. The value of a flipped class is in the repurposing of class time into a workshop where students can inquire about lecture content, test their skills in applying knowledge, and interact with one another in hands–on activities. During class sessions, instructors function as coaches or advisors, encouraging students in individual inquiry and collaborative effort."

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TAGS

2012 • 7 Things You Should Know About • active learningactivity-based instructionactivity-based learning designs • application of ideas • atelier model • class time • course podcasting • Educause • EDUCAUSE Learning Initiative • flipped approach • flipped classroomsflipping the classroomgroup tutorialshands-on activitieshomework • hybrid course design • in-class time • individual enquiry • learning and teachinglearning initiativelearning modellearning through practicepedagogic approachespedagogical modelpedagogy • short video lectures • student engagementstudio approachstudio practiceteaching methodsteaching practicestechnology transforming learninguniversity teachingvideo lectureworkshop sessions

CONTRIBUTOR

Simon Perkins
16 APRIL 2013

SCALE-UP: solving the shortcomings in traditional physics instruction

"Studio/workshop classes such as SCALE–UP (Student–Centered Activities for Large Enrollment Undergraduate Programs) give instructors another choice by replacing the lecture/laboratory format with 4–6 hours of activity–based instruction per week, typically in 2–hour blocks. This format has several advantages over the traditional lecture/laboratory format. Because the entire class is taught in the same room with the same students and instructors in each class, all activities, including laboratory experiments, can be arranged to build on one another in sequence for greater learning impact (14) than when some activities are taught in small sections running parallel to the lecture course. When a lab section is taught as a separate course, it is often weeks or at best a few days ahead of or behind the lecture, and for some students, the lab course is not even taken in the same term as the lecture. Additionally, even in an interactive lecture, students can avoid instructors by hiding in the middle of the row, away from the aisles. In the studio format, instructors can freely circulate and interact with any group at any time."

(Robert Beichner and Jeffery Saul)

TAGS

active learningactivity-based instructionactivity-based learning designs • American Association for the Advancement of Science • biologychemistryclassesclassroom • conceptual understanding • curriculum development • faculty interactions • faculty membershands-on activities • hands-on experiments • instructional materials • interactive lecture activities • interactive lecture demonstrations • interactive lectures • introductory curricula • laboratory • laboratory experiments • large classes • learning and teaching • lecture course • lecture/laboratory formatpedagogic approachespedagogic practices • pedagogic support • peer instruction • PER • physics • Physics Education Research • physics instruction • physics tutor • recitation • SCALE-UP • SCALE-UP project • small classes • STEM subjects • Student-Centred Activities for Large Enrollment Undergraduate Programmes • studio approach • studio/workshop classes • teaching methodstraditional practices

CONTRIBUTOR

Simon Perkins
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