The document discusses the flipped classroom model of education, where traditional lectures are moved outside of class time through short video lectures for students to watch at home, while class time is used for exercises, projects, discussions, and other active learning activities with the instructor present to provide guidance. Key benefits of this model include students learning more deeply by controlling the pace of videos, increased interaction and collaboration between students, and instructors gaining more insight into student understanding through immediate feedback. However, producing video lectures requires time and effort, and not all students may fully engage with pre-class materials. The flipped classroom represents a shift in both the role of instructors and priorities of education towards mastery of material over simple coverage of content.
2. What is it?
• Short video lectures viewed by students at home before the class session
• Exercises, projects or discussions in the classroom
• Instructors as coaches or advisors
‘’The flipped classroom is a pedagogical model in which the typical lecture and homework
elements of a course are reversed.’’
3. How does it work?
• No single model for the flipped classroom; ‘’any class structure that provides
prerecorded lectures followed by in-class exercises.’’
• Multiple lectures of 5 to 7 mins each.
• Online quizzes or activites
• Immediate quiz feedback
• In-class discussions or creation, collaboration and practice
6. Who is doing it?
• A growing number of higher education individual faculty:
• At Algonquin College
• At Pennsylvania University
• At Harvard University
7. Why is it significant?
• Students learn more deeply (watching,rewinding,fast-forwarding the videos as needed)
• Students are more active participants in learning;collobarative projects, discussions etc.
• Interaction increases and students learn from one another.
• Instructors and students get more feedback e.g immediate quiz feedback
8. What are the downsides?
• Recording lectures requires effort and time
• Out-of-class and in-class elements must be carefully integrated
• Students may skip classes focusing on activites and might miss the real
value of the flip
• Student’s equipment and access might not always support rapid delivery
of video.
9. What are the implications for teaching and
learning?
• Role change for instructors
• More collaborative and cooperative contribution to the teaching
process
• More of the responsibility for learning
• Activites can be student-led
• A distinctive shift in priorities;from merely covering material to working
toward mastery of it
