What is “flipped classroom”?
Flipped classroom refers to an approach in teaching which reverses traditional session structure and moves lecture content to an online environment that is to be accessed ahead of the class. By doing so the time spent in class is devoted to more interactive forms of learning. This short video gives a good overview of what flipped classroom is:
Also this infographic offers a good explanation.
This talk from Salman Khan explains the origin of Khan academy and the flipped classroom:
The link below provides basic information regarding flipping the classroom.
The blog post deals with theoretical and practical background to flipping specifically in higher education.
Case studies
The case study below deals with flipping a large-enrollment introductory physics course at the University of Edinburgh. The paper presents details of student engagement with pre-class activities, provides insight into student perceptions of flipped learning and presents data pointing to high quality learning on the course.
There are a number of case studies of flipped classroom conducted by the University of Queensland, the University of Exeter or Boston University.
Tips and resources for successful flipping
This blog post consists of a collection of links to daily tweets dealing with different aspects of the flipped approach. The tweets deal with ideas on in-class and out-of-class engagement, tolls and advice on general issues.
The article below gives advice on which parts of your session to flip.
The link below will take you to a mini course of flipped classroom with a lot of practical tips on how to approach flipping and how to encourage students to do the work before the session.
This blog post lists useful tips on overcoming major problems with flipping.
This blog post contains some practical tips and talks about the most useful technology for flipping.
Flipped classroom at the University of Greenwich
Faculty of Education and Health
The paper below reports on a study conducted at the University of Greenwich which explored the practical and theoretical concepts underpinning flipped classroom. The study also reports back on student feedback. Interestingly the students were overall dissatisfied with the approach, however individually students felt a strong sense of personal achievement.
Faculty of Architecture, Computing & Humanities
Tatiana Simmonds (in the Computing and Information Systems department) has been using the flipped approach for several terms. The school has been using screencasts of tutorials and lectures that are made available for the students to view before the session. This means they come prepared for more interactive sessions which allows them to apply practical concepts to theory. In the 3D animation course altogether 148 video tutorials were utilised over 22 teaching weeks. The feedback from students was very positive (comments below) and the majority achieved better grades if they engaged with the recorded material.