LEANN BURKE / THE DEPAUW
Many have taken interest in a new educational phenomenon, the flipped classroom. On Friday, DePauw University educators gathered to discuss the possibilities of implenting this here.
In the traditional classroom design, the professors lecture about a concept during a set time and then assign supplementary activities to be completed outside the classroom. In the flipped classroom, the professor pre-records a lecture and requires that their students view the lecture on their own time as well as complete related activities before coming to the next class meeting.
Though the title of a “flipped classroom” was not familiar to him, Daniel Gurnon, associate professor of chemistry and biochemistry here at DePauw, has been using this technique for many years. He has found that it has worked well for his science classes.
“One of the most important things you can learn is the process of problem solving,” said Guron.
If done well, according to Professor Gurnon, having a flipped class design can free up professors’ and students’ limited time together each week for comprehensive discussions and problem-solving rather than lecture on the basic components of a concept. This type of design, he believes, is ideal for an institution like DePauw. The style lends itself to more personal conversations, which would be more difficult to engage in at a university with larger class sizes.
Annie Remack, a first-year student at DePauw, thinks that a flipped structure would be beneficial for both students and professors.
“Students wouldn’t have to go to office hours, which can be time-consuming, if they needed extra help on a concept,” said Remack. She agrees that DePauw being a liberal arts college makes it a good fit here.
However, there are downsides to flipped classrooms. It requires proper design of out-of-class materials in order for the in-class time to be used most effectively; if these materials are poor, students will not get as much out of it as they might an in-class lecture. It also requires students to do a majority of the learning on their own, so students with weak study habits may not succeed in this type of classroom.
DePauw junior Wei He is not as keen as some others on the idea of a flipped classroom. “It may work in some types of classes,” she said, “but not all.” She doesn't see it working as well in science classes where the concepts are more concrete and could potentially require more detailed explanations.
Even if one’s own professor does not employ this technique, one may still be able to reap its benefits. Many instructors post instructional videos, if not complete lessons, on YouTube so that students and others who have access to the videos can learn the concepts.
Some YouTube channels such as CrashCourse create videos with the purpose of teaching concepts to anyone with an Internet connection. Some instructors have also been known to include these videos into their classroom plans. Topics covered so far on this channel include biology and world history.
In addition, the website Khan Academy, which has videos instructing on many subjects from chemistry to economics, has gained popularity since its founding in 2006. Recent estimates suggest that 15 million students have watched a video from this site, which started as a way for founder, Sal Khan, to tutor a family member from afar.
Like Professor Gurnon, many professors might use this method without realizing that they are. For instance, it is common for professors in the humanities to assign readings to students that will be necessary for students to actively engage in discussion during class. This follows the structure of a flipped classroom, but not everyone realizes that this term exists.
Students and professors alike are learning more and more about this alternative type of classroom setup. It might be great for some classes, while it may not work as well for others. The important thing is that professors are doing what they believe is best for DePauw's students.
