FLIPPED LEARNING

FLIPPED LEARNING

1. The student does activities to consolidate learning and the teacher is the support to consolidate it.

   • IN CLASS

2. Teacher sends information through e-mail (videos or slides) and student becomes familiar with the information and prepares for the class.

   • BEFORE CLASS

3. - Increasing the responsibility and autonomy of the learner. - The increase of creativity and critical thinking of students. - An opportunity for each student to work at his pace. - The ability to concentrate. - Positive transformation of relations role of the teacher and the student. - The possibility for continual archiving of the material.

   • ADVANTAGES

4. 1. Students obtain most of the course content outside of the classroom. 2. Students actively interact with the material, each other, and the instructor in the classroom to complete higher-order learning activities. 3. Students are required to complete out-of-class activities to benefit from the in-class activities.

   • COMPONENTS

5. INSTRUCTOR FACTOR

   • Flipping requires that some control be given to the students and this may be threatening and/or uncomfortable for some. - Working with engaged and motivated students will increase instructor motivation to flip the classroom and do the additional work to maintain the pedagogy. - The quantity and quality of the out-of-class materials is important and preparing these takes a considerable time and resource commitment

6. STUDENT FACTORS

   • Students accustomed to passive classroom experiences can themselves present a barrier to change. - A perception may develop that the instructor is not teaching and the workload is improperly distributed. -students should be able to see the rationale behind them and be able to see how completing them will help them meet their goals.