Adopting a new approach to teaching is never easy.
Flipping the classroom asks educators to change their approach to lectures and classroom time, and requires buy-in both from students and administration in order to take root and succeed.
We’ve written extensively on the latest developments in classroom flipping — you can find some of our latest reports on the thought behind the strategy on our website, including:
Beyond these conceptual challenges, however, there is another equally vexing hurdle that catches many first-time flippers off guard:
Flipping calls on educators to share lecture materials in advance for student review. Practically speaking, for the majority of flipped classrooms, this means creating some form of short video lecture — sometimes called a “microlecture”— that may be composed of a screen recording of slides, a webcam-recording of the teacher, video of a demonstration, or some combination of the three — and then sharing the resulting recording in a way that makes it easily available for students.
As the inverted classroom’s early adopters have discovered, that simple mandate can add up to all kinds of technical issues. And without a system or a plan in place to manage them, those issues can quickly derail even the most enthusiastic flipper.
While every institution’s needs are different, we’ve found five big categories of technical difficulties that schools and universities should prepare for when planning to flip:
Failing to account for any of these challenges can limit your success with the flipped classroom. Fortunately, early adopters are already uncovering best practices to answering each of these questions.
Find Out More!
Take a deeper look into the flipped classroom evolution, including the foundational strategy and early results that have so many teachers excited, in our latest white paper, So You’ve Decided To Flip Your Classroom.
In it, we discuss the five most important technologies schools should consider when researching or implementing the flipped classroom, including: