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Flipped Classrooms

In collaboration with Digital Learning and Scholarship, CTL is pleased to provide some resources related to Flipped Classrooms and Blended Learning.

In today’s landscape, saturated with easily accessible and endlessly engaging content, the task of creating effective in-person learning experiences and optimizing educational outcomes can appear formidable. In the early 2010s the popularity of flipping the classroom or having students absorb theory and content outside the classroom while reserving in-person time for discussion and application of the content, was on the rise. Since then, the availability and ease of creating virtual class content have shifted the discussion to what should be delivered asynchronously versus synchronously and the art of how to blend the two. The Covid-19 pandemic catalyzed a surge in compelling asynchronous learning opportunities. Since then, many educators are grappling with how best to incorporate these innovative learning modalities to enhance the overall educational experience. A major benefit of flipping the classroom is the maximization of face time and interaction among students and between instructors and students. Learning activities that foster this interaction include those that provide opportunities for feedback, foster meaningful discussions, and nurture social interactions.

Additionally, students might benefit from content absorption and reflective engagement during asynchronous learning periods, such as completing pre-session reading or lectures. Beyond traditional text-based learning, students now have the flexibility to consume lectures at their own pace, review material for deeper understanding, curate and exchange resources with peers, and collaborate on multimedia projects. The necessity of these technologies during remote learning has reshaped educational paradigms, prompting instructors to explore their integration into in-person teaching environments. Below is a basic example of how blended learning might work:

  • Pre-Work (asynchronous)
    • Pre-class readings
    • Pre-class video
  • Classroom Work (synchronous)
    • Group discussion on assigned readings/video
  • Post-Work (asynchronous)
    • Online quiz

To explore effective strategies for blending these methodologies and optimizing learning outcomes, see the links below for more information. If you have specific questions about your class or concerns about how to make course-specific asynchronous materials, schedule time with an Instructional Technologist or a CTL Co-Director! We would be happy to explore tools and options that will meet your needs.

Resources on Flipped Classrooms

  • Kaltura, the College’s Preferred Video Content Software: User guide for Kaltura from the Digital Learning and Scholarship Staff. Kaltura Capture is a lightweight desktop application from Kaltura that will record screencasts, webcam and presentations. It can also be used to incorporate quizzing into videos using Moodle.
  • Zoom Recordings: Instructions for transferring Zoom recordings to Kaltura. A recorded Zoom meeting is another platform for generating videos for classes; however, Zoom recordings are only stored temporarily. For longer term use, be sure to move these videos to Kaltura.
  • Implementing Innovative Teaching Methods for Asynchronous Learning Using Moodle LMS: Journal article on example uses of Moodle. This article provides a comprehensive analysis of utilizing various Moodle activities to enhance asynchronous learning. It highlights the importance of interactive and collaborative tools, such as forums, workshops, and wikis, to foster communication, formative assessment, and project-based learning, thereby offering practical strategies for educators to create effective and engaging asynchronous learning environments.
  • The Flipped Learning Network website has a wide range of information including how-to guides, podcasts, discipline specific resources, and conferences.
  • The Harvard Kennedy School hosts a “Flipping Kit” with step-by-step instructions on flipping your course, and this one-page summary from the University of Texas at Austin is also a helpful guide to getting starting.
  • Although many people associate flipped classrooms with videos, any asynchronous preparation that your students do outside of class can contribute to a “flipped” pedagogy. Dr. Robert Talbert gives several examples of flipped learning without videos on his blog, and you can read more about blended learning (combining face-to-face and online instruction, both synchronous and asynchronous) below.

Books in the CTL Library on Flipped Classrooms

  • The Flipped College Classroom: Conceptualized and Re-Conceptualized provides a descriptive, progressive narrative on the flipped classroom including its history, connection to theory, structure, and strategies for implementation. Important questions to consider when evaluating the purpose and effectiveness of flipping are answered. The book also highlights case studies of flipped higher education classrooms within five different subject areas.
  • Flipped Learning: A Guide for Higher Education Faculty offers faculty a practical, step-by-step, “how-to” to this powerful teaching method. The book addresses readers who want to explore this approach to teaching, those who have recently embarked on it, as well as experienced practitioners, balancing an account of research on flipped learning and its theoretical bases, with course design concepts to guide them set up courses to use flipped learning effectively, tips and case studies of actual classes across various disciplines, and practical considerations such as obtaining buy-in from students, and getting students to do the pre-class activities.

Resources on Blended Learning

  • Theory of Blended Learning: A deep dive into the history and theory behind blended learning. This chapter explores the integration of face-to-face and online learning, driven by advancements in communication technology and learning psychology. It outlines blended learning modes and design models, emphasizing the alignment of educational strategies with psychological principles to enhance learning outcomes.
  • Balancing Asynchronous and Synchronous: Stanford University guide with example activities. This Stanford University guide illustrates practical strategies for balancing synchronous and asynchronous activities in a blended learning environment. It emphasizes leveraging technology to enhance student engagement and learning outcomes, reflecting the shift towards flexible and interactive educational modalities.
  • Overview of Blended Learning from MONASH University Australia: Provides distinctions between blended learning and hybrid etc. This overview discusses Monash University’s approach to active blended and online teaching, emphasizing the strategic integration of asynchronous and synchronous learning to enhance student engagement, maximize feedback opportunities, and promote collaborative learning experiences.
  • The Synchronous vs. Asynchronous Balancing Act | Harvard Business Publishing Education: Quick read with helpful tips on determining what should be synchronous vs asynchronous. This Harvard Business Publishing Education example highlights the importance of balancing synchronous and asynchronous learning. It provides practical strategies for educators to effectively blend these modalities, enhancing student engagement and optimizing educational outcomes.