University Business - December 2012 - (Page 26)

FlIpped B y now, most of us have heard the term “flipped classroom” and learned that the concept is not as aerodynamic as its name. But it is becoming a movement. In this type of learning space, lectures and other traditional classroom elements are swapped out in favor of more in-person interaction, like small group problem solving and discussion. Instead of being a central feature of a course, lectures are delivered outside of class via some type of streaming video, and students are expected to watch them on their own time. The model may well be paired with student response devices (“clickers”) from companies such as i>clicker and Turning Technologies—or a web-based system with student response capabilities like Echo360’s LectureTools—that allow instructors to get real-time answers to test questions or to drive discussions in a certain direction. A professor might start a session with a five-question quiz on the lecture students were asked to watch before class, gathering responses through clickers. If most of the students indicate not understanding a specific aspect of the lecture—for example, correct responses on one of the quiz questions could be very low even though students ace the rest of the quiz—the professor could gear class time toward 5 Reasons Turning lectures into homework to boost student engagement and increase technology-fueled creativity By Elizabeth Millard 26 | December 2012 deppIlF 1. Increases student engagement Classrooms Work increasing comprehension of that aspect of the material. Instructors use flipped classrooms in myriad combinations; one professor might integrate reading material and online chats into the nonclassroom work, while another could offer only a block of video without any supporting materials. No matter what the elements include, though, there are several advantages to the larger model itself. Here are five reasons to consider doing a flip: Currently, there are no hard numbers to track the level of student engagement in a flipped classroom versus a traditional, lecturebased classroom. But there’s plenty of anecdotal evidence to suggest that students respond well to using classroom time in a way that’s more geared toward discussion. “The difference between my classroom before flipping and after is dramatic,” shares Michael Garver, who teaches marketing at Central Michigan University. “The students are fired up now. They’re just devoted to active learning during the entire class period. It’s wonderful.” Like many professors using the flipped strategy, Garver breaks his lecture into short podcasts that accompany written or universitybusiness.com http://www.universitybusiness.com

Table of Contents for the Digital Edition of University Business - December 2012

University Business - December 2012
Contents
Editor’s Note
College Index
Ad Index
Behind the News
Money Matters
Independent Outlook
5 Reasons Flipped Classrooms Work
Test Driving Mobile
Open Source Myth Busters
Models of Efficiency
1st Annual Readers’ Choice Awards
Education Innovators
Viewpoint
Endowments: New Questions
End Note

University Business - December 2012