Attentive class in a lecture hall

The Technology, Obstacles and Outcomes of Flipped Learning

Posted in Blog on 28 October 2015

recent survey of college faculty shows that more than two-thirds of respondents have experimented with the increasingly popular teaching model, which requires that students learn basic concepts on their own before spending class time engaging with more advanced topics.

At many universities, the flipped classroom looks something like this: Students watch short lecture videos and participate in online forums at home, and professors facilitate project-based learning and discussion groups during class time.

Results from the Faculty Focus survey indicate that the approach offers benefits over traditional lecture-style teaching. Nearly 75 percent of respondents witnessed greater student engagement, while almost 55 percent saw evidence of improved student learning. Separate majorities said students asked more questions and acted more collaboratively in the flipped environment.

By placing students at the center of learning, flipped classrooms also let individuals move at their own pace. Students can watch and rewatch content when needed and design a schedule that adjusts to the demands of their busy lifestyle. Studying on their own time, they gain the ability to self-regulate their learning and derive meaning from content without guidance. Then, during in-classroom activities, they practice soft skills such as problem solving, critical thinking and communicating with peers.

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