The Flipped Classroom

What is a flipped classroom?

A flipped classroom is a pedagogical model that flips traditional lectures and homework. The traditional lecture is viewed at home before class and homework activities are done in the classroom with the instructor present to guide students in their endeavors. Class time is used as a workshop where students engage in activities that will help them apply the lecture content and develop skills while interacting with other students. The instructor operates more as a facilitator who encourages inquiry and collaboration.

Traditional classroom: Lecture and Homework activities. Flipped Classroom: Online Lecture and Classroom activities

How does a flipped classroom work?

There is no one way to flip a classroom. The main idea is to have students view and/or listen to lectures outside of class and allow class time for hands-on activities. With today’s technology, there are many ways an instructor can deliver course content outside the classroom. Primarily, course content is delivered via video. Long et al. (2014) reported that 78 % of the surveyed students agreed or strongly agreed they prefer videos as a tool for learning. Some instructors choose to create YouTube channels or deliver content via platforms such as blackboard. Course content comprehension can be tested by administering an online quiz. The instructional videos on their own are not enough; it’s how they are incorporated into the overall approach that will make a difference in teaching and learning (Tucker, 2012).

What are characteristics of a flipped classroom?

  • Students acquire knowledge outside of class
  • Student apply and practice key concepts in class
  • Instructors check and extend learning at home

Why flip your classroom?

  • Produces a learner-centered classroom
  • Provides students more control over their learning by allowing them to pause and rewind videos as needed and to watch when and where they want
  • Teaches students higher-order critical thinking skills
  • Provides students with experiences to become reflective learners
  • Allows students to digest course content to produce knowledge
  • Encourages students to make connections
  • Provides students information for retrieval practice
  • Facilitates active learning
  • Helps students become reflective learners
  • Provides students opportunities to share ideas with classmates and collaborate (Braseby, n.d)
  • Provides students with opportunities to practice collaborative learning and receive formative feedback on their learning (Braesby, 2014)

References and other sources

Braseby, A. M. (2014). The flipped classroom. Idea Paper #57.

Center for Teaching and Learning, University of Texas at Austin. Retrieved from https://facultyinnovate.utexas.edu/teaching/strategies/flipping

Center for Teaching Excellence, University of Waterloo. In-class activities and assessment for the flipped classroom. Retrieved from https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/lecturing-and-presenting/delivery/class-activities-and-assessment-flipped-classroom

Ehrke, J. (2016). Developing pre-class activities for the flipped classroom. Retrieved from http://www.pearsoned.com/education-blog/developing-pre-class-activities-flipped-classroom/

Ferreri, S. P., & O’Connor, S. K. (2013). Redesign of a large lecture course into a small group learning course. American Journal of Pharmaceutical Education, 77, 1.

Honeycutt, B. (2016). FLIP the first 5 minutes of class: 50 focusing activities to engage your students. Retrieved from https://barbihoneycutt.com/products/flip-the-first-5-minutes-of-class-50-focusing-activities-to-engage-students-print

Keengwe, J., Onchwari, G., Oigara, J. N., & ebrary, I. E. (2014). Promoting active learning through the flipped classroom model. Hershey, PA: Information Science Reference.

Long, T., Logan, J., & Waugh, M. (2014). Students’ perceptions of pre-class instructional video in the flipped classroom model: a survey study. In M. Searson & M. Ochoa (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2014 (pp. 920-927).

Mitchell, A., Petter, S., & Harris, A. L. (2017). Learning by doing: Twenty successful active learning experiences for information systems courses. Journal of Information Technology Education: Innovation in Practice.

Prince, M. (2004). Does active learning work? A review of research. Journal of Engineering Education, 93, 223-231.

Rim G. & Gunn, C. (2016). Making mathematics meaningful for freshmen students: investigating students’ preferences of pre-class videos. Research and Practice in Technology Enhanced Learning. 11:2. DOI: 10.1186/s41039-015-0026-9

Schell, J. (2013, June 20). Two magical tools to get your students to do and learn from pre-class work in a flipped classroom. Turn to your Neighbor blog. Retrieved from https://blog.peerinstruction.net/2013/06/20/two-magical-tools-to-get-your-students-to-do-and-learn-from-pre-class-work-in-a-flipped-classroom/

Talbert, R. (2015). Four assessment strategies for the flipped learning environment. Retrieved from https://www.facultyfocus.com/articles/blended-flipped-learning/four-assessment-strategies-for-the-flipped-learning-environment/

Tucker, B. (2012). The flipped classroom. Education Next, 12(1)

HELPFUL ARTICLES AND VIDEOS

What is a flipped classroom? (in 60 seconds) by Julie Schell

Flipped Learning Global Initiative 

The Post-Lecture Classroom: How Will Students Fare?

CTE Workshop

PPT Presentation