As instructors implement the flipped classroom with their students, enthusiasm for this learner-centered strategy grows. Learn more about the flipped classroom from these sources:
History of the Flipped Classroom
Flipped Learning Founders Set the Record Straight by Stephen Noono
In this interview with Jonathan Bergmann and Aaron Sams, the high school teachers credited with originating the flipped classroom, they discuss how it all began. In 2007, inspired by new recording software, they decided to make lecture videos for students to view at home. In essence, they “flipped” the classroom: students learned new material at home, then did their “homework” or practice in class.
According to Bergmann and Sams, “it’s not just about the videos.” The flipped classroom is more about the activity-based learning taking place face-to-face with students in class. In this interview, they discuss how their ideas have changed as they’ve used this model.
The Flipped Classroom in Higher Education
The Flipped Classroom, Webinar by Scott Jaschik and Doug Lederman
Inside Higher Ed editors Jaschik and Lederman, lead a webinar on the basics of the flipped classroom. They comment on the use of learning analytics courseware in the flipped classroom and the difference between the flipped classroom and blended learning.
What Is the Flipped Classroom? See the University of Washington’s brief illustrated outline of how to start using the flipped strategy.
Where Flipped Learning Research Is Going by David Raths
Raths discusses the challenges of testing the efficacy of flipped learning. A lot of the research is informal with professors setting up one class as flipped and another as a control group. And there’s debate about the criteria used to compare them. Thomas Mennella, Bay Path University, is looking not only at test scores but the quality of instruction. He’s found that students in the flipped classroom learn in more depth than those in traditional settings.
Experiencing the Flipped Classroom
Three Evolving Thoughts about Flipped Learning by Robert Talbert
Early supporters of the flipped classroom emphasized how the classroom lecture isn’t an effective way of teaching. An early adopter of the flipped model, Robert Talbert at Grand Valley State University, has found that a short targeted lecture inviting discussion can still be helpful when students are engaged with in-class activities. He writes about how out-of-class study doesn’t have to be about mastery as early advocates proposed. Rather, the videos can make an even greater impact by motivating students to ask meaningful questions when they come into class. Mini-lectures as discussion starters can be very effective in helping students find the answers to their questions.