Module Link

This resource was originally developed with resources from the College STAR grant. That grant has ended and the College STAR modules will now permanently reside at the East Carolina University Office for Faculty Excellence.

Module Introduction

Flipped Classroom (FC) and Team-Based Learning (TBL; Michaelsen, Knight, & Fink, 2002) are two teaching pedagogies that have gained popularity in recent years; both aimed at increasing students’ engagement in active learning and accountability in their own learning, as well as more strategically using in-person class time for higher-order learning rather than passively sitting and listening to lectures.   While there are many overlaps and similarities between the two approaches, it is worth noting that FC and TBL are not identical pedagogies (e.g. flipped classroom focuses on digitally “lecturing” online before in-person class time, while there is not a specific emphasis within the TBL approach on how the pre-class preparation is delivered to students) (Wallace, Walker, Braseby, & Sweet, 2014).

This case study aims to offer guidelines and suggestions on how I integrated flipped classroom and team-based learning within the context of an undergraduate developmental psychology course at Fayetteville State University.

Support for this Module

Original development of this module was made possible by the College STAR (Supporting Transition Access and Retention) initiative.  College STAR was a grant-funded project focused on partnering postsecondary educational professionals and students to learn ways for helping postsecondary campuses become more welcoming of students with learning and attention differences. Much of this work was made possible by generous funding from the Oak Foundation.

Module Link

This resource was originally developed with resources from the College STAR grant. That grant has ended and the College STAR modules will now permanently reside at the East Carolina University Office for Faculty Excellence.

Module Introduction

This case study will provide the rarely explored, student perspective on “flipped” classrooms. It is good teaching practice for educators to seek to better the student learning experience by taking student input. This case study will examine the strengths of a flipped class as well as setbacks and what could have gone differently from the perspective of a student.

Professionals, educators, and administrators strive to better the learning experience of their students. We see this all the time at conferences, roundtable discussions, and professional development training. However, the one voice that should be included in these conversations are students.  Educators may try to gauge student perspective based on classroom engagement but until students are asked to give their honest opinions on decisions that actively affect their learning, we can’t possibly know what works for them.

As a current student, I have been fortunate enough to have taken two flipped courses myself in high school and during my undergraduate program. but Additionally, I was also a research assistant for a flipped chemistry class at Radford University. The purpose of this case study is to provide a student’s perspective on what I observed during my experiences with flipped classrooms. I will provide survey and grading data, as well as qualitative data on the successes and setbacks of a flipped class.

This case study sets itself apart from others because it provides an exclusive student perspective on what works (or doesn’t work) in a flipped classroom. This case study is not defending a flipped classroom but rather examining the strengths and weaknesses of a flipped classroom to better enhance the student learning process. This case study will examine three years of IRB approved research in a chemistry classroom that incorporates student surveys, as well as track and grade data. This case study will also explore personal experiences in several different classes. These personal experiences will explore strengths, barriers, and what could have gone differently to further engage students with diverse learning profiles.

Support for this Module

Original development of this module was made possible by the College STAR (Supporting Transition Access and Retention) initiative.  College STAR was a grant-funded project focused on partnering postsecondary educational professionals and students to learn ways for helping postsecondary campuses become more welcoming of students with learning and attention differences. Much of this work was made possible by generous funding from the Oak Foundation.

Module Link

This resource was originally developed with resources from the College STAR grant. That grant has ended and the College STAR modules will now permanently reside at the East Carolina University Office for Faculty Excellence.

Module Introduction

There are many resources available that explain what the phrase "flipping your classroom" means. The one I like best is the Flipped Learning Network, which was initiated by the original flipped learning pioneers (Jon Bergman and Aaron Sams). The site hosts a number of helpful resources.

What makes the concept of flipped learning so attractive for L2 (Second Language) education is the ability to turn one's classroom into an inspiring, creative, group-learning space free from the necessary (but often tedious) grammar lessons that can deaden a curious student's mind in no time flat. As Mark Twain once said: "The more you explain it, the more I don’t understand it." By moving grammar out of the classroom into pithy, colorful, and engaging digital lessons, the instructor can forego all the in-class explaining and turn the limelight back onto her or his students, where it should be.

This module shows an example of how you can flip sessions in a foreign-language class.

Support for this Module

Original development of this module was made possible by the College STAR (Supporting Transition Access and Retention) initiative.  College STAR was a grant-funded project focused on partnering postsecondary educational professionals and students to learn ways for helping postsecondary campuses become more welcoming of students with learning and attention differences. Much of this work was made possible by generous funding from the Oak Foundation.

Module Link

This resource was originally developed with resources from the College STAR grant. That grant has ended and the College STAR modules will now permanently reside at the East Carolina University Office for Faculty Excellence.

Module Introduction

While there are clear benefits to incorporating videos into your course structure or to "flip" a classroom, it does not come without its challenges. For many educators, time, retention, and finding the right technology for their student’s needs can prove to be difficult. While it is up to the student to take accountability for their actions and watch the videos themselves, it is immensely helpful when the educators make the students feel engaged in the video-learning process.

This case study will offer some easy to incorporate yet, important design elements to creating videos that are not burdensome to either the professor or the students. We will also provide an overview of technology available to aid in video creation and sharing. These lessons were learned through multiple ventures into flipping chemistry courses at Radford University. We will share what we have learned from our latest and most successful flip, where we have comparison data over two years with the same professor between a traditional lecture style and a flipped classroom. As with any substantive change, we made errors in the implementation and as a result made a number of small modifications to the structure of the class before year two that had a large, positive impact on the students. Some of these lessons in hindsight seem obvious, such as holding student accountable through their grades on timely video watching. While others were more unpredictable, like needing to incentive students against scrolling through videos until a board changes and then pausing to take a screen capture as their form of “note taking.” Our easy to make and highly transferable changes will be explained in the context of the quantitative data we collected.

Support for this Module

Original development of this module was made possible by the College STAR (Supporting Transition Access and Retention) initiative.  College STAR was a grant-funded project focused on partnering postsecondary educational professionals and students to learn ways for helping postsecondary campuses become more welcoming of students with learning and attention differences. Much of this work was made possible by generous funding from the Oak Foundation.

Module Link

This resource was originally developed with resources from the College STAR grant. That grant has ended and the College STAR modules will now permanently reside at the East Carolina University Office for Faculty Excellence.

Module Introduction

Flipping can take many forms, depending on the needs of the students and the instructor, but the basic concept is to push activities that a student can complete on his or her own to prepare for class (e.g. listening to a recorded lecture, watching a video, reading required materials, and/or completing an assignment) outside of classroom time. Doing so reserves in-class time for activities that engage students in the material through a variety of active learning strategies.

This module provides an overview of the flipped classroom design, and provides detail on the many ways traditional classrooms can be flipped to provide greater student engagement. A flipped classroom reflects Universal Design for Learning (UDL) principles, presenting both initial content, and opportunities for application of that content, to meet the needs of diverse learners.

Support for this Module

Original development of this module was made possible by the College STAR (Supporting Transition Access and Retention) initiative.  College STAR was a grant-funded project focused on partnering postsecondary educational professionals and students to learn ways for helping postsecondary campuses become more welcoming of students with learning and attention differences. Much of this work was made possible by generous funding from the Oak Foundation.