I am a firm believer in traditional teaching methods, may be because this is what I have been doing for a very long time, but also because I believe this is how generations have been taught like this and it did work. I would like to hear from people about their experience of using the flipped classroom teaching model in an engineering context. Did you actually use it? Did it work for you and you noticed a marked improvement in students participation and better results? or was it a complete waste of time and could have done without it?
Please share your experience.
There are several instructors in my department who have used this technique successfully. It seems like the flipped classroom is well suited for delivering knowledge-level content outside of class leaving the time in the classroom for problem solving and addressing student questions. Several others have used the technique for laboratory preparation - requiring students to watch videos describing the content of the lab complete with demonstrations. From their feedback, students then have more time to actually conduct the experiments and the labs run much more smoothly.
I'll be using flipped classroom ideas in the course I'm teaching this Fall and will be following this question to learn from others and share my experiences as they occur.
I am glad your institution did have successful application of the technique. Because personally I am a bit sceptical. I just think it may not be good for some subject areas? But I agree with you that problem solving will be best suited for in-class delivery.
It is very interesting that you tried it for lab preparation. I never thought about this. I guess I will need to give the technique some serious consideration.
Did you publish anything about your experience?
I think that flipped classroom allows to maximize the benefits of the time spent in classroom. The method is more demanding for students but more beneficial than traditional teaching method.
Nebojsa,
You are right that it is more demanding on the students. But this is may be what is good about the method: it makes students work on their own instead of being spoon-fed, thus they will learn better.
Regards
Messaoud - The instructors who most recently implemented the flipped classroom in our department published a couple of conference papers about it. I've included the links to two of their papers.
Neb - It may be perceived as a bit more demanding of our students but I believe it has the capacity to be more beneficial in two ways: (1) the students get a little more personalized attention in class as they work through problems and (2) it helps in their development as lifelong learners by requiring them to learn a little more outside of class than often required.
I'll be gathering data as we work this method into our course this Fall. We're not going completely "flipped" but will use the idea for several of our lessons. The more I think about various teaching methods the more I conclude that the best course includes a variety of methods which appeal to a variety of students and help develop a variety of skills beyond the technical content of the course. We'll see if future experience backs this up ...
https://peer.asee.org/20511
https://www.asee.org/documents/sections/middle-atlantic/fall-2013/7-Hans-Flipping-the-Engineering-Classroom.pdf
Thank you Jakob for the links to the publications. I will take the time to read read and submit feedback on Researchgate.
It will be interesting to see your findings published once you have collected enough data. May be we could cooperate on this and why not some joint publication in the future, bringing together experiences from the US and UK?
I will be watching this space and hope to read more from you findings.
Best wishes
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