I know flipped learning takes different forms, but what actually is it?
Flipped learning is a method used to make class time more student focused. The idea is that students complete readings, watch videos, listen to podcasts or otherwise obtain course content before coming to class. Class time is spent applying what they learned in this pre-class work through problem solving, group activities, further research, critical thinking questions, and group discussions. Flipped learning can take place at any level and in any discipline. A course can be entirely flipped or only partially flipped.
I heard flipped learning gives the answers away to students. Is this true?
Flipped learning focuses on problem solving, critical thinking skills, relationships, and enhancing self-directed learning. Students are getting facts and ideas from their pre-class work so that class time can be dedicated to applying ideas and making discoveries in class.
Is flipped learning too much work for students?
Well-designed flipped classes are no more work than traditional lectures. Flipped learning changes what takes place in and out of class time. When designing flipped lessons, you need to very intentional and specific to ensure students are focused and not overwhelmed by the method or too much content. They need to know exactly what needs to be done outside of class in order to be prepared for the in-class activities.
Can flipped learning work in large classes? What about with first year students? How about graduate students?
Flipped learning can be applied in any discipline, class size, or class level. It will require different methods, resources and planning depending on these factors, but it can be done anywhere.
Is flipped learning right for me?
Every course is different. Every group of students is different. Some courses fit well with the flipped model, while others may benefit from only flipping parts of a course. There is no single way to do flipped learning. You might find that one method of flipped learning did not work for a course but another way fit perfectly. Flipped learning develops over time.
Do I need to flip my entire course? How do I get started?
It can take a lot of time and energy to flip an entire course at once. Many instructors start small, by selecting a few key areas to flip. Honeycutt (2016) refers to these as “flippable” moments. They can be crucial areas of the course, difficult concepts, or areas that students tend to find interesting. Once you have some experience using the flipped model in small ways, flipping the rest of the course becomes much less intimidating. You may decide to only keep parts of your course flipped if students benefit from a balance between traditional and flipped learning.
Once you decide to embark on your flipped learning journey, a good first step is to read the posts on this website to get an impression of different methods, benefits, and challenges of flipped learning. You should also check out our resources page for more information.
Do I have to get rid of a lot of course content?
It depends. By answering the question “What do students need to achieve the learning outcomes?” you are focusing on the essential content, skills, and student abilities, while providing time in class for application of these content and skills. Focusing on the essentials may bring about a natural reduction in extraneous content. A lot of content can be covered in flipped learning classrooms, but it should all be relevant to your students and balanced with time for application.
What does the first day of classes look like?
Flipped learning may be a new experience for you and your students. They might be confused, nervous, or apprehensive about the method. It is important that you outline what flipped learning will look like in the course and provide reasoning behind your choice to use it. Expectations for students should be clearly outlined and explained, especially when grades are involved. Examples may be helpful.
What do I do when students resist? How do I engage students in the process?
Student resistance is understandable when they are faced with an unfamiliar method or unknowns. Your expectations may not align with student expectations for the course.
The expectations and benefits of flipped learning need to be explained to students from the beginning of the course. It needs to be clear that coming to class prepared is key to success and that the in-class environment is a supportive place where they can ask questions freely, help one another, receive feedback, and get things wrong without judgement. Low-stakes assessments, formative feedback, and ongoing discussions about learning are all important tools to help students develop confidence in the methods being used and their own abilities.
Resistance often declines as the course progresses and students become more comfortable with flipped learning. If it persists, have a discussion with students and look for specific feedback. What areas are they struggling with and resisting? Sometimes small adjustments can make a big difference in the student experience.
Do I have to use technology all the time?
While technology plays a role in some flipped classrooms, others barely use it. Flipped learning works well in online and blended classrooms, but even technology-resistant professors can use it. Pre-class work can take many forms: textbook readings, online readings, videos, podcasts, and more. At a minimum consider using D2L to ensure students have access to pre-class and post-class material. You can assign many different types of materials for the pre-class work. You do not have to record your own podcasts or videos as there is so much out there. You can even use flawed materials as discussion points, for example, asking students to list errors or problems in a podcast and discuss them in class.
How do I maintain rigor with my assessments?
Assessment methods are effective when there is a focus on alignment. Your assessment methods should reflect your course and program learning outcomes. There should be a direct link between what students are learning and how they are being assessed. However, the assessment methods used do not have to be complicated. You can still use traditional assessment methods in flipped classrooms, or you can explore some different strategies. Click here to see some effective assessment strategies used by other instructors.
Still have questions? Explore the rest of the website and our resources!