|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|
Instructor, College of Business, Ohio University, Athens, Ohio, USA
Assistant Professor, Operations Management, Ohio University, Athens, OH, USA
Professor, Instructional Technology, The Gladys W. and David H. Patton College of Education, Ohio University, Athens, OH, USA
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