PIDP 3250 Turning the traditional classroom on its head: The Flipped Classroom

Turning the traditional classroom on its head
The topic for the forum postings this week is the Flipped Classroom.

How students are learning is changing. Flipping the classroom has become something of a buzzword. A growing number of higher education individual faculty have begun using the flipped model in their courses. The flipped classroom essentially reverses traditional teaching. Instead of lectures occurring in the classroom and assignments being done at home, the opposite occurs. Lectures are viewed at home by students, via videos or podcasts (found online or created by the teacher), and class time is devoted to assignments or projects based on this knowledge. The flipped model puts more of the responsibility for learning on the shoulders of students while giving them greater impetus to experiment. I recently used the flipped classroom method with my students. My students loved the idea and were very receptive to this method, and I believe it improved instruction and learning. Some of my students even benefited from watching and re-watching videos.

In terms of Bloom’s revised taxonomy (2001), when using the Flipped classroom, the students are doing the lower levels of cognitive work (gaining knowledge and comprehension) outside of class, and focusing on the higher forms of cognitive work (application, analysis, synthesis, and/or evaluation) in class, where they have the support of their peers and instructor. This model contrasts from the traditional model in which “first exposure” occurs via lecture in class, with students assimilating knowledge through homework; thus the term “flipped classroom.”

The flipped classroom model brings together advances in education and technology to provide a personalized, engaging learning experience for every student — whatever their learning style, pace, or ability.

The benefits of the flipped classroom

Students learn more deeply.
As a result of students taking responsibility, interacting meaningfully and often with their instructor and peers, and getting and giving frequent feedback, they acquire a deeper understanding of the content and how to use it.
Students are more active participants in learning.
The student role shifts from passive recipient to active constructor of knowledge, giving them opportunities to practice using the intellectual tools of the discipline.
Interaction increases and students learn from one another.
Student’s work together applying course concepts with guidance from the instructor. This increased interaction helps to create a learning community that encourages them to build knowledge together inside and outside the classroom.
Instructors and students get more feedback.
With more opportunities for students to apply their knowledge and therefore demonstrate their ability to use it, gaps in their understanding become visible to both themselves and the instructor.


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