Benefits of Flipped Classrooms
In her article, "The Flipped Classroom: Assessing an Innovative Teaching Model for Effective and Engaging Library Instruction: Arnold-Garza presents numerous reasons why the Flipped Classroom is an effective approach. These include:
1. Efficient use of class time - Lecture content, in the form of videos of manageable length, can be provided outside of the classroom. Shorter videos have the benefit of distilling a given topic, and topics can be broken up into subtopics. As this happens, traditional passive learning takes place outside of the classroom, and class time can be freed up to increase meaningful engagement with the students. Faculty members have more time to interact with students clarify learning point, and additional learning objectives can be incorporated, as can active learning.
2. Active learning opportunities - When the traditionally passive lecture component is taken out of the classroom, the classroom has the potential to turn into a workshop that incorporates and focuses on active, hands on learning. This approach becomes a core component rather than a supplement to the lecture.
3. Increased one-on-one opportunities - Class time freed up of lectures allows for increased faculty to student, and student to student interactions. There is also more time for extended classroom discussion and exercises. This allows students to engage with concepts, learning materials, and peers in the classroom. Thus, increased student support is an implicit result of the Flipped Classroom.
4. Student accountability for learning - Students are charged with coming prepared to class, and as such, their own responsibility and accountability for their own learning is increased. This also allows the student to direct their own learning.
5. Addressing multiple learning styles - The Flipped Classroom support diversity in student learning, and allows students additional time an access for reviewing materials, if necessary. In addition to the lecture, students may reflect on materials through questions and discussion with the faculty member who functions as a facilitator. They also learn by working with peers to solve problems, and by demonstrating and arguing their own solutions, class experimentation and work.
Additionally, Educause’s “7 Things You Should Know about Flipped Classrooms,” Flipped Classrooms constitute a role change for instructors to a more collaborative or cooperative role in teaching. The flipped model puts more of the responsibility for learning on the shoulders of students while giving them greater impetus to experiment.
In ACRL’s “Keeping up with Flipped Classrooms,” the authors list the following as benefits of the flipped classroom:
Challenges of the Flipped Classroom
The ACRL paper points out that as with any instructional approach, there are inherent challenges involved with flipping a class.These include the following:
In "Shifting the Instructional Paradigm - Tennessee Library Association," Allen offers additional critiques of the flipped classroom. These include the following:
In "The Flipped Classroom: Assessing an Innovative Teaching Model for Effective and Engaging Library Instruction," Arnold-Garza points out some additional challenges to the flipped environment as well, including:
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