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    Flipped Classroom

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    This document provides an overview of the flipped classroom approach in higher education. It discusses how the flipped classroom moves content delivery outside of the classroom through pre-class activities like readings and videos. This allows class time to be used for active learning activities that require students to apply content. Research has found benefits like improved test performance and engagement, as well as limitations such as a greater upfront time investment for instructors. The document provides details on course types, activities, evidence of impact, and references for the flipped classroom approach.

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    Flipped Classroom

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    This document provides an overview of the flipped classroom approach in higher education. It discusses how the flipped classroom moves content delivery outside of the classroom through pre-class activities like readings and videos. This allows class time to be used for active learning activities that require students to apply content. Research has found benefits like improved test performance and engagement, as well as limitations such as a greater upfront time investment for instructors. The document provides details on course types, activities, evidence of impact, and references for the flipped classroom approach.

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    This document provides an overview of the flipped classroom approach in higher education. It discusses how the flipped classroom moves content delivery outside of the classroom through pre-class activities like readings and videos. This allows class time to be used for active learning activities that require students to apply content. Research has found benefits like improved test performance and engagement, as well as limitations such as a greater upfront time investment for instructors. The document provides details on course types, activities, evidence of impact, and references for the flipped classroom approach.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    52 views2 pages

    Flipped Classroom

    Uploaded by

    api-385534332
    This document provides an overview of the flipped classroom approach in higher education. It discusses how the flipped classroom moves content delivery outside of the classroom through pre-class activities like readings and videos. This allows class time to be used for active learning activities that require students to apply content. Research has found benefits like improved test performance and engagement, as well as limitations such as a greater upfront time investment for instructors. The document provides details on course types, activities, evidence of impact, and references for the flipped classroom approach.

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    Download as pdf or txt
    of 2

    FLIPPED CLASSROOM

    OVERVIEW:
    Instructors across disciplines have looked for ways to hauser, 2011); flipped
    promote long-lasting student learning and for approach- teaching (e.g., Teo, Tan,
    es that lead to more effective teaching and learning Yan, Teo, & Yeo, 2014) and
    experiences in higher education (Bligh, 2000). One reverse teaching (e.g., Foertsch,
    such tactic involves students completing outside-class Strikwerda, & Litzkow, 2002). We will refer to this
    reading, assignments, and understanding of key content, teaching and learning method as “flipped classroom”.

    “Students’ performance on the final examination significantly improved compared to performance of


    students the previous year who completed the same module in a traditional classroom setting.” (Pierce,
    & Fox, 2012)

    so instructors can make use of class time with activities The following sections offer a summary of what research-
    that demand the application and deep understanding ers and instructors across disciplines have reported
    of the content matter learned by students before class. around the implementation of a flipped classroom in
    In other words, content coverage is moved outside the different university-level teaching and learning contexts.
    classroom in order to employ in-class time stimulat-
    ing the upper levels of Bloom’s taxonomy of cognitive
    skills (Anderson, Krathwohl, & Bloom, 2001; Bloom &
    COURSES & STUDENT
    Krathwohl, 1984). ENROLMENT:
    Instructors have flipped their classrooms in varied topics
    “Students developed a better understanding of that include, but are not restricted to, STEM disciplines
    the theory underlining the procedures and expe- (engineering, chemistry, calculus, statistics); the arts
    rienced less anxiety about the complex practical (visual arts); information systems and computer scienc-
    es; architecture; economics; and pharmacy. Reported
    steps and setup, and subsequently, improved work
    flipped courses range from 100 to 400 level, manda-
    efficiency.” (Teo, Tan, Yan, Teo, & Yeo, 2014) tory, prerequisite, capstone, or specialization courses.
    Enrolments also fluctuate between low (20 students)
    to high (500+ students) and anything in between.
    This teaching method has a long history of implementa-
    tion in the humanities as students are frequently tasked
    with reading texts that will prepare them for in-class
    discussions and other active learning activities. How-
    ever, across institutions and disciplines, it has received “The approach takes advantage of the benefits of
    different titles that include: Just-in-Time-Teaching (e.g., both collaborative learning and distance learning
    Novak et al, 1999); inverted classroom (e.g., Gannod, while at the same time targeting the millennial
    Burge, & Helmick, 2008; Strayer, 2012); flipped class- student.” (Gannod, Burge, & Helmick, 2008)
    room (e.g., Jensen, Kummer, & Godoy, 2015; Smith,
    2013; Wilson, 2013); backwards classroom (e.g., Schaff-

    flexible.learning.ubc.ca
    PRE CLASS ACTIVITIES: IN CLASS ACTIVE LEARNING:
    • Assigned/targeted readings • Clinical cases
    • Participation in blogs, forums, etc. • Discussion/reflection
    • Problem solving/worksheets • Experiments/demonstrations
    • Quiz prep questions • Inquiry learning
    • Tutorials • Peer assessment/instruction
    • Video lectures/screencasts/video podcasts, • Problem solving/worksheets
    content and practice/labs • Programming/software use
    • Quizzes/exams/concept inventories
    • Review questions
    • Team/group work

    EVIDENCE OF IMPACT:
    The following are some of the benefits and limitations reported in the flipped classroom literature.

    BENEFITS:
    • Anytime/multiple access to materials • Increased motivation/engagement towards learning
    • Better performance in tests/quizzes/homework • Increased practice time
    • Better time management • Increased self-efficacy
    • Enhanced collaboration skills • Increased student-instructor interactions
    • Enhanced communication skills • Larger content coverage
    • Existing resources that can be adopted • More opportunities to receive feedback
    • Facilitation of problem solving strategies/skills • Reduced anxiety towards new challenges
    • Improved understanding of new concepts • Self-regulated pace/independent learning
    • Increased knowledge retention of material • Support of multiple learning/instructional preferences

    LIMITATIONS:
    • Greater upfront investment for development of resources (e.g., targeted reading, videos, etc.)
    • Higher set-up cost
    • Increased requirement for self-discipline
    • Increased student workload
    • Limited opportunity to ask questions during pre-class activities
    • Reduced motivation/engagement in class
    • Technology challenges (e.g., videos not complete/with errors; not working)

    REFERENCES AND RESOURCES:


    For a complete list of references and resources, please visit: flexible.learning.ubc.ca/flipped-references

    flexible.learning.ubc.ca

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