Brief Reflections on Flipping the College Classroom

By Jeffrey Anderson, William Young and Teresa Franklin.

Published by Journal of the World Universities Forum

Format Price
Article: Print $US10.00
Published online: March 7, 2014 $US5.00

In this article, we describe the flipped classroom, which reverses the traditional instructional approach. In the flipped classroom, students watch instructional videos or review teacher-created instructional materials at home. These instructional videos replace the traditional in-class lecture. Afterwards, students participate in learning exercises in class with the instructor’s help. This replaces the homework assignments traditionally reviewed outside of class time. The flipped classroom is not a method, but rather a philosophy to maximize the value of the time students spend in class. The philosophies behind flipping the classroom are that teachers can spend time working with students who need their help during class time, and that students can work together to solve problems instead of sitting at home, alone with work they might not understand and with nobody to ask for help. By minimizing lecture time, the flipped model provides more interaction between the student and the teacher. It enhances this interaction, freeing time for the instructor to lead learning activities and provide individualized instruction as needed. The flipped classroom provides a higher level of learning. When students view lectures outside of class, they are better able to understand and remember course concepts. When students review lectures before class, they can approach class time with a baseline level of knowledge. During class time, through exercises and discussions, students can learn more effectively by applying these course concepts and analyzing situations with some base knowledge as a point of reference. Throughout the article, we will describe experiences “flipping” an undergraduate management class, technology options for preparing online lecture content, and strategies for creating in-class learning exercises and group discussion tactics. Finally, we will review lessons learned from “flipping” the classroom.

Keywords: Student Engagement, Active Learning, Flipped Classroom, Inverted Classroom, Instructional Pedagogy, Lecture Capture

Journal of the World Universities Forum, Volume 6, Issue 3, March 2014, pp.21-29. Article: Print (Spiral Bound). Published online: March 7, 2014 (Article: Electronic (PDF File; 235.312KB)).

Jeffrey Anderson

Instructor, College of Business, Ohio University, Athens, Ohio, USA

Jeffrey is an instructor at Ohio University where he has taught management and management information systems classes since 1989. In addition to teaching management principles, Jeffrey directs the Ohio International Consulting Program, where multi-cultural teams work on international consulting engagements with companies that have operations in Ohio. He has helped develop, deliver, and lead business training programs which have trained over 2,000 information technology consultants for a major European firm. Professor Anderson is an active academic advisor and was awarded as the Outstanding Faculty Advisor for Ohio University during the 2009-2010 academic year.

Dr. William Young

Assistant Professor, Operations Management, Ohio University, Athens, OH, USA

William is an assistant professor of operations management in the management department at Ohio University's College of Business. He is also the director of the online master's program for business administration and is a site director in the Global Consulting Program (GCP) in Ohio’s College of Business. He has earned a doctorate degree with a specialization in systems engineering from Ohio University in 2010. Young's primary research is focused on decision science theory, where he has developed and deployed a variety of statistical and machine learning based methodologies and applications.

Teresa Franklin

Professor, Instructional Technology, The Gladys W. and David H. Patton College of Education, Ohio University, Athens, OH, USA

Dr. Teresa Franklin is a professor of instructional technology, and she has a passion for teaching and learning through the integration of technology into curriculum that spans thirty-five years. Her research interests include the integration of technology through curriculum development, mobile technologies in the classroom such as cell phones and iPads, virtual learning environments, and games. Dr. Franklin has significant journal publications and textbooks that integrate technology into science and math as well, including Teaching Science for All Children (5th ed.), Virtual Games and Career Exploration and the Mobile School: Digital Communities Created by Mobile Learners.

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