Flip is a tough sell

THE (Times Higher Education) - - LETTERS -

A re­cent news story re­ported that the “Flipped class­room strug­gles to catch on in Europe” (News, 25 Oc­to­ber). The ad­van­tage of the flipped class­room over tra­di­tional mod­els is that stu­dents go over learn­ing ma­te­ri­als be­fore they meet in class, which al­lows class time to be used for dis­cussing and ap­ply­ing in­for­ma­tion rather than ac­quir­ing it. How­ever, this de­pends on mo­ti­vated stu­dents who are pre­pared to make the ef­fort to get that in­for­ma­tion into their heads.

The model can be used to good ef­fect, but you need to be or­gan­ised and do things such as open­ing the ses­sion with a quiz (to en­sure that stu­dents have done the work) and then pro­vid­ing well-struc­tured ac­tiv­i­ties that en­gage and stretch the stu­dents… prob­a­bly us­ing group work and dis­cus­sion, with a sys­tem that sup­ports di­rected ac­tiv­i­ties and tests con­tin­u­ally.

Done prop­erly, it works well – but it is tough, which means that stu­dents of­ten rate it harshly, not be­cause they do not learn but be­cause it is de­mand­ing.m.robert­son8_291084

Via timeshigh­ere­d­u­ca­tion.com

“Stu­dents less likely to drop out if taught via lec­tures, study finds”, re­ports a re­cent news story

(18 Oc­to­ber). This very in­ter­est­ing piece of re­search could well have been con­nected to the lovely con­tri­bu­tions from those who lec­ture. In one way, it’s no sur­prise: the flipped class­room ad­van­tages the talk­a­tive, the as­sertive and the ac­cli­ma­tised. I’m not against par­tic­i­pa­tory ap­proaches, but I have al­ways found that the ob­ses­sion with the bored stu­dent at the back rather ig­nores the fas­ci­nated stu­dents front and cen­tre. Farah Mendle­sohn Stoke on Trent

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