Today I attended an in-house event, The Flipped Classroom”, sponsored by the Center for Faculty Development. The speaker, Kelly Goedert, was a Professor of Psychology, here at Seton Hall. We have presented this topic many times in the TLTC however I enjoy hearing how other faculty have flipped their classroom since my capstone course uses this same approach.
Kelly presents an online lecture using Echo 360, which we have on campus, and provides an online pre-quiz for students which is 20% of the final grade. Before class, she then looks at an item analysis of the questions to see what she needs to cover/review in addition to application activities. The Echo 360 lectures are on content that is never going to change such as classic theory.
Each semester the students in my capstone course struggle with learning theory as it applies to their own project. It has occurred to me that perhaps they don’t have a firm grasp of the material. This material is available to them before the class, online, in various formats (i.e. lecture, PowerPoints, classic scholarly articles, youtube videos, critiques, online resources). I’m wondering if I gave them a “test your knowledge” quiz on the material this might help in summarizing and differentiating the different strategies, techniques and theories presented. I did this with the topics of Accessibility and Creating an Effective Presentation with surprising results.
Challenges for her with the flipped model included:
- More work for both good students and the instructor
- Constructing in-class activities to match the online lecture
- Students completing the out of class work
- Attendance issues
- Students needed an incentive to complete the out-of-class coursework