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"It's not just another buzzword," said ASSETT Teaching with Technology Consultant Jacie Moriyama.  She and ASSETT's other Teaching with Technology Consultants Amanda McAndrew and Nigora Azimova introduced and led three full day workshops about flipped learning classrooms this spring.   More than 20 ÃÛÌÇÖ±²¥ Boulder instructors attended to learn about pedagogy in which students watch recorded lectures for homework and then spend class time collaborating with one another in critical thinking activities.  The instructors who attended represented a variety of departments, including Psychology, Neuroscience, foreign language, Theater and Dance, and more.

Moriyama explained to the participants that the flipped classroom method has been used for a long time without necessarily the 'flipped' name.  The Teaching and Learning Consultants said that in a flipped classroom, there is potential for more personalized learning and for increased interaction.  Moriyama cited various studies that have found success with increased active learning in the classroom, including drops in failures rates with increased attendance, student retention, Grade Point Averages, and graduation rates.

Addressing Instructors' and Students' Apprehensions with Flipped Classroom Pedagogy

Instructors who attended the workshop asked about how to apply flipped learning pedagogy to large classes, especially those with stadium style seating.  Teaching and Learning Consultants suggested asking students to swivel in their seats to talk to their peers and also giving bigger roles to TAs to help guide small group activities.  Instructors also expressed concern with managing class time while conducting whole group discussion in classes of more than 60 students.  McAndrew suggested utilizing technology to help--small groups of students could each submit their solution to a problem online to a free group discussion website like .  That way, student groups would still be held accountable for their work, but whole class discussion wouldn't take up too much class time.  Moriyama explained that when implementing this new pedagogy, professors should consider making a schedule for in-class time to stay on task.

Additionally, instructors who attended the workshop pointed out the new challenges that the flipped classroom pedagogy would present--asking students to learn how to use even more technology, even though students have already demonstrated apprehension with learning to use new technology for class.  One professor suggested spending class time at the beginning of the year making sure students know how to use any technology needed for class.  She suggested streamlining D2L course pages: "The fewer clicks, the better," she said.

Another instructor mentioned that she is hesitant to incorporate a flipped classroom when she already encounters difficulty in motivating her students to do homework needed to participate effectively in class.  She said that she has found that many students expect her to teach the material that they should have spent time learning before class.  The instructor wondered how she could plan a class based on students watching video lectures prior to class.  Another professor responded that she had had success with designing Voicethread tutorials that are focused and short for students to watch at home.  McAndrew recommended that instructors hold students to high standards in these situations so that students will be rewarded for doing their homework.  In a flipped classroom environment, students should be ready to come to class to talk.

At the same time, the Teaching and Learning Consultants stressed that the flipped classroom method won't work with every professor, in every classroom, or in every course.  Sometimes, incorporating whole group or small group discussion into certain classrooms or buildings just won't work.  Other times, a professor most effectively teaches students with in-class lectures.  The ASSETT Teaching and Learning Consultants suggested that professors could consider flipping just a couple of class sessions for the entire semester.  Moriyama pointed out, "It takes courage [to flip your classroom], especially when you're faced with other demands...Your presence [in the classroom] will still be there, but you'll be interacting with students," instead of talking at them, as in a traditional lecture style class.

How Do I Flip My Class?

The Teaching and Learning Consultants suggested that instructors take the time at the beginning of the semester to explain to students why the method is chosen and state expectations of students and of the professor.  Moriyama suggested referring students to open educational resources to help explain concepts.  Additionally, instructors could assign self graded assessments and short quizzes on D2L for homework.  The ASSETT Teaching and Learning Consultants suggested that instructors give information to students up front about what the in-class activity will be.  Then, in class, instructors can lead students in applying higher level thinking skills to concepts.

Instructors in the workshop received a guide with mock examples about flipped classrooms, and they spent time working alone and then in small groups brainstorming how they might flip just one lesson for their upcoming courses.  Moriyama suggested that instructors consider Bloom's Taxonomy of Learning when deciding which concepts students should study on their own online before class and which concepts the professor should cover in class.  An Environmental Studies professor who attended the workshop considered having students spend time at home learning about a particular controversy and visiting relevant stakeholder websites.  Then, in class, students would role play the various stakeholder groups that are involved in the controversy.  The professor said that this way, students would have the opportunity to do more than just memorize material but rather, they would learn to think for themselves.