How can you use flipped classrooms to innovate curriculum in Higher Education?

Another riff on the flipped classroom (which I prefer more) is what is called a high structure course. Coming out of biology education in the late 2000s, high structure courses involve scaffolding students through the learning process via pre-class content acquisition and formative assessment, in-class active learning and problem solving, after-class review and formative/summative assessment, and frequent summative assessment (such as weekly quizzes). While this is somewhat similar to the flipped classroom, each stage of learning is aligned to learning objectives and builds off of each other, resulting in giving students many no- or low-stakes rounds to practice applying their conceptual knowledge and using their skill sets.

The flipped classroom model could be seen as a way to enhance student agency by giving students more control over their learning pace and style. By engaging with lecture material at their own pace outside the classroom, students can take initiative in their learning process, potentially leading to a deeper understanding and personalization of their educational experience.

A flipped classroom works when the teacher can grasp the objective of the topic. The ability to initially open the topic and guide the discussion is essential to make it a successful method.

In my experience, being able to view lectures or materials prior to contributing or taking a deeper dive in class is very helpful especially in science classes like Human Biology or Chemistry. Students have the advantage to learn at their own pace and instructors/professors have more time to answer questions or explain more in detail.

Con el aprendizaje basado en proyecto, donde el estudiante, que debe contar con una guía, haga su investigación y a clase lleve las dudas y avances.

Flipped classrooms are excellent for helping engage learners by shifting from passive to active learning. Assigning pre-class materials encourages ownership of the learning process, promoting responsibility and collaboration. This approach deepens understanding and leads to richer in-class discussions and better bonding opportunity for learners. Flipped classrooms allow for greater personalisation which can be used to cater to diverse learning styles, fostering a positive, inclusive, and connected learning environment.

In my experience, flipped classroom (agree with all mentioned pros) can help in curriculum innovation. Engaging students in an interactive way, giving them necessary guidance via good references, might lead to an opportunity to discover and highlight bright spots that might not be included within the delivered material (by the professor/teacher).

Flipped remote classrooms, help students to develop autonomy as they explore their learning before the teacher led learning, it also allows for an individualised experience as they use teacher led sessions to navigate discourses they encountered during flipped learning space. Add to that it allows students to engage in remote learning when they have other personal commitments as they learn during synchronous or asynchronous tasks.

One approach to stimulate learners’ engagement before the actual commencement of the class is to propose that they begin contemplating a specific real-world problem, following the problem-based learning or enquiry-based learning method, preferably working in small groups. This method allows them to delve into the discipline's context, often proving highly motivating. Then, it's viable to guide them through the complete course in a subsequent phase, employing alternative pedagogical approaches like the flipped classroom model. This approach ensures that they have covered the entire course content and engaged in one or more practical applications. Consequently, it helps avoid knowledge gaps in the discipline being taught.

L'utilisation des classes inversées dans l'enseignement supérieur offre une approche pédagogique innovante qui place les étudiants au c?ur de leur apprentissage. En préparant le contenu théorique en amont, les étudiants viennent en classe prêts à engager des discussions approfondies, à collaborer sur des projets pratiques et à résoudre des problèmes complexes. Cette méthode favorise un apprentissage actif, renforce l'autonomie des étudiants et améliore leur capacité à appliquer les connaissances dans des contextes réels.

Pour innover dans l'enseignement supérieur avec les classes inversées, il est crucial de concevoir soigneusement ces dernières en mettant l'accent sur la préparation préalable des étudiants et l'engagement actif en classe. Cela implique de fournir des ressources didactiques variées (vidéos, lectures, podcasts) pour que les étudiants explorent le contenu à leur rythme avant les séances en présentiel. En classe, les activités doivent encourager l'application pratique des connaissances, la résolution de problèmes, les débats et les projets collaboratifs.

I used the flipped classroom design for years to teach prehospital emergency medical services professionals. Here are some things to consider if you want to avoid death by powerpoint: Define Learning Objectives Clearly outline the objectives of the lesson or course. Identify the "walk away" skills Select Content for Pre-Class Learning There are plenty of online resources. Ensure the content is engaging and aligns with the learning objectives. Create Pre-Class Assignments Develop clear instructions for pre-class assignments. Don't make this too elaborate. Targeted reading, free YouTube videos or even podcasts make for great engagement opportunities.

In recent years, I have implemented the flipped classroom model in various courses, and the success has been resounding in all of them (with greater challenges in the more technical ones, but still successful). The main difficulties lie in student motivation. If we fail to motivate students to work intensely at home and come to class prepared, nothing will be possible for a fruitful class. The teacher's attitude and their ongoing professional development are also crucial; without these points, the class won't flow effectively.

Les classes inversées, en révolutionnant les méthodes traditionnelles d'enseignement, présentent des enjeux significatifs pour l'enseignement supérieur. Elles exigent des étudiants une plus grande autonomie et un engagement préalable, remettant en question les habitudes d'apprentissage passives. Pour les enseignants, l'enjeu réside dans la création de contenus digitaux captivants et la conception d'activités interactives en classe qui maximisent l'utilisation du temps face à face. Cette approche nécessite également un soutien institutionnel, en termes de formation pédagogique et de ressources technologiques.

I've found you have to achieve appropriately challenging in-class activities in order to create engagement. Not everyone is going to stayed engaged but you can't focus on these students...they wouldn't be engaged with your PowerPoint, either. Focus on the best for the most. Begin with the end in mind and always have alternative plans in case technology goes down. I've had that occur way too many times. Flexibility in design and flow is a must.

It can be challenging to get student buy-in on less interesting or topics if your goal is for them to pick content they are interested in to teach the class. This can be avoided if it's a skills building class and not content specific one.

Les classes inversées peuvent faire disparaitre la relation asymétrique entre l'enseignant et l'enseigné, favorisent l'apprentissage, l'autonomie des apprenants. L'enseignant ne para?t plus comme le sachant absolu mais un guide , un facilitateur

Flipped classrooms liberate the teacher from presenting online-available course components, providing valuable time for personalized 10-15 minutes one-on-one tutoring sessions, either in-person or remotely, while learners engage with online materials. Face-to-face sessions can incorporate collective discussions, encouraging learners to share their understanding of online content, fostering collaboration and stimulation. These interactions serve as opportunities for feedback on the entire pedagogical system. Students' comments and suggestions on aspects like the balance between online and face-to-face sessions, explanation relevance, and self-assessment exercises, are highly valuable

One can implement accountability measures like quizzes for pre-class materials and can implement alternative assessment strategies such as project-based assessments and peer evaluations. These methods can better measure student comprehension and application of concepts.

Pour surmonter les défis d'une classe inversée dans l'enseignement supérieur, une planification minutieuse et un soutien adapté sont essentiels. Il est crucial de préparer les étudiants à cette approche en clarifiant les attentes et en fournissant des guides sur la manière d'exploiter efficacement les ressources préalables à la classe. Les enseignants doivent concevoir des activités en classe qui encouragent une participation active et valorisent le travail préparatoire des étudiants. La flexibilité dans l'enseignement et la réceptivité aux retours des étudiants permettent d'ajuster les méthodes pédagogiques en fonction de leur efficacité.

Flipped classrooms, like anything else require adjustment periods. For both teachers and students who are use to the traditional classroom, it is a paradigm switch. When starting a course with this approach, ensuring all stakeholders are aware of the flow is critical, especially at the K-12 level. Informing parents and admin about the structure of your classroom methodology will help create a much needed support system and awareness. It is also important to note the roll out of this method to students. Building in a few weeks of onboarding for your students is critical. Explaining how lectures should be watched before each class, for example is a big switch for students. Having patience and being consistent as an educator is valuable.

Consider how to make the flipped classroom equitable for all students. You don't want anyone to feel left out of the learning process and that they are missing support from the faculty or educator. As LaCheryl Ameer-Bey, M.A. said it's important to let families know what is going on too.