There is no one definition of flipped learning, or one way of doing flipped learning. Flipped learning is a pedagogical framework used to create a supportive, interactive, student-centered learning environment. Course content is presented before the students come to class, and then meaningful time is spent in class collaboratively working on problems. Generally content is accessed by students through podcasts, websites, or even more traditional readings. This pre-class content is used to spark student interest and thoughts before class.
Why use flipped learning?
Flipped learning provides opportunity to reflect on the student learning experience, your own teaching philosophy, and course. Using flipped learning captures the idea of flow between all elements of the lesson or course. Starting with pre-class work, then making connections to in-class content and problem solving, then post-class reflections and feedback flipped learning brings intentional alignment to course content and activities both in and outside of class.
What is flipped learning NOT?
Flipped learning is not about pre-recording your lectures, putting them online, and then lecturing again in class. Flipped learning is about focusing students time and energy to get the most out of their learning experience.
Who is using flipped learning on campus?
Flipped learning is happening in every faculty across campus, in large and small classes from first year undergraduate to high level graduate courses. Starting in summer 2017, we invited several instructors to share their flipped learning experiences on this website. Keep checking back to read about new flipped learning techniques.
History of this website
This website began as a way to capture the diversity of flipped learning across campus and as a resource for educators wanting to start flipped learning.