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Thursday, June 23 • 13:45 - 14:45
PK07.13a - Twenty things you may not have been told about ‘flipping’ your classroom

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Using a flipped classroom model has become a popular e-learning strategy in the university classroom. This model is based on the premise that students will review lecture videos prior to scheduled class time and then will engage in discussion and active learning activities during the class time. As described in reviews by Herreid and Schiller (2013) and Hamdan et al. (2013) much has been written about the flipped classroom model and an increasing number of research studies are illustrating its benefit on student performance, engagement and interaction. Concerns about this model, as described in these reviews, tend to focus on the risk of the model in replacing teachers with videos, unequal access to technology and the quality of videos available.


While its popularity may be growing, less has been discussed regarding the process of developing a flipped class. Indeed, not until an instructor engages in constructing a course using this model do many of the ‘flipping’ realities become apparent. In this lightening presentation, 20 images will be used to summarize reflections on what flipping a classroom is, what it is not, what it requires and what it provides, from a process point of view. The reflections are based on the author’s experience teaching health and rehabilitation courses at the undergraduate and graduate levels using traditional and flipped methods. To empower learners and effect change using this model, it is first important to empower educators interested in flipping their classroom. Flipping, after all, is not for every instructor nor every course.


References


Hamdan, N., McKnight, P., McKnight, K., & Arfstrom, K. (2013). A review of flipped learning. Fairfax, VA: Flipped Learning Network. Available at: http://www.flippedlearning.org/review


Herreid, C.F. & Schiller, N.A. (2013). Case studies and the flipped classroom. Journal of College Science Teaching, 42(5), 62-66.

Presenters
avatar for Michael Ravenek

Michael Ravenek

Assistant Professor, School of Occupational Therapy, Western University
Dr. Michael Ravenek is an Assistant Professor in the School of Occupational Therapy at Western University. He teaches at both the undergraduate and graduate level, and has received numerous faculty and school-level teaching awards and recognitions. His research in teaching centres... Read More →


Thursday June 23, 2016 13:45 - 14:45
UCC 315 (Council Chambers)

Attendees (32)




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