By Simon J. Lancaster
Main points
I've done a brief summary of each section. This journal mainly discusses its use in a chemistry context but we can relate some parts to education.
Abstract
Flipped learning can use a variety of technology facilitated
strategies to maximise engagement, probe understanding and ensure students are
able to apply the knowledge effectively.
Introduction
It gives students skills that graduates will need in
employment, including the ability to work independently to solve problems.
It's shown that brain activity during lectures is comparable
to that registered when watching television (Poh et al 2010). Furthermore,
students are remarkably poor judges of how effectively they have learned during
a lecture. Their impression appears to be based largely on the performance of
the lecturer.
The consensus is that dynamic, interactive learning in which
students are presented with opportunities to solve problems is more effective.
However, our institutions rarely have the resources to
increase contact time and the difficulty is the type of teaching we would like
to do takes time.
Executing the flip
Flipped learning should be student led wherever possible and
students should send their queries to the academic in advance.
Evaluation
Lecture flipping is by far the best received change to
teaching practice. No two flipped sessions will be the same and it will help
students to come to terms with their misconceptions.
However, flipping the lecture can only be recommended for
teaching staff convinced by the potential of interactivity and engagement with
the confidence to relinquish some control.
For the student, flipping lectures promotes independent
learning and allows much greater attention to problem solving and higher order
skills.
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