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E-learningPart of University of Groningen

E-learning

E-learningProject resultsFlipped classroom

Pro's and con's

Pro's

Flipped Classroom is a strong example of the effects an active learning method can have on student’s pass rates and deep learning. It enables teachers, especially when teaching groups larger than 100 students, to interact with students through modern, easily available and often low cost tools/technology. It enables interactive, formative assessment of the student’s level of understanding of the courses subjects. From the teachers who participated in interviews for this evaluation, 4 out of 6 believe that students who attended flipped classrooms and were well prepared, had a better understanding of the material and a deeper learning experience. In three cases an increase in pass rate has been found. This seems consistent with existing research. Large differences were found in pass rates in favor of active learning courses (Freeman, et. al., 2014).

Research evidence for active learning (Freeman, et. al. 2014)
Research evidence for active learning (Freeman, et. al. 2014)

Con's

However, some limitations to this effect have been found in these evaluations. Working with an activating teaching method during lectures is not the norm at our university. Most courses provide lectures that consist of a ‘traditional’ one way approach, where the teacher speaks and the students, passively, listen. When flipped classroom was implemented in a single course of the curriculum, and all other courses were taught in the ‘traditional’ way, students had a hard time switching and adapting to the more active teaching method. Also some students, even when being told explicitly by their teacher, did not realize being well prepared for an active learning method, like flipped classroom, is essential for participation during the lectures. For these reasons some students either underappreciated flipped classroom (disliking it) or misunderstood its purpose. This resulted, for instance, in some students watching video lectures, meant for preparation, but not attending the lecture(s), or students coming to class without having done the preparation. Therefore these students did not benefit from the effects of flipped classroom contrary to the students who did fully participate and prepared for class. Again these findings are consistent with current research (Van Vliet et.al, 2015).

Last modified:11 October 2018 2.43 p.m.
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