The Flipped Classroom
Flipped classroom learning allows a group of students of different levels to acquire basic knowledge at a different and more appropriate pace. It also allows for reminders to be given or made available. It then requires face-to-face sessions to restructure the knowledge acquired.
Resources produced as a result of a project: Escapade
Group size : Amphitheater, large group
Modality : Distancial
Duration of the teaching method : Over several sessions, Education or training unit, School year or training
Special equipment : Requires a computer with internet access to access the flipped classroom site.
Type of knowledge developed : Knowledge
Target Audience : Students, Professionals in training
Preparation time :Preparation of the online course which can be as time consuming as any traditional course preparation.
Author and persons who made changes : Elsa Ballini
Why am I using this technique?
For my learners...
This approach allows students to acquire basic knowledge or to refresh their knowledge and thus to refresh their skills. Students can take these courses at any time they wish and thus adapt their timetable. However, it is always necessary to schedule a session within a module to allow students to have the necessary time to complete the course.
These courses require students to be more active in their learning than a lecture course, especially if the online course uses different forms of learning (text, video, quizzes). The format is adapted to the level of the students who can spend more or less time on these courses.
For me, teacher or trainer...
This activity allows for a change in posture. The knowledge is acquired independently and the face-to-face sessions allow for more active learning, particularly through board games. The face-to-face sessions are necessary to recontextualize the knowledge and verify the acquired knowledge.
Framework and steps / Instructions
This type of method is interesting for the acquisition of basic knowledge or for reminders of this basic knowledge.
The creation of the course requires preparation time as for any traditional course. It is also necessary to find a platform that is easy enough to use to put the course online.
- Informing students of the scheme and its educational value.
- Set aside a dedicated session in the timetable to allow time for learning.
- Plan a face-to-face session to cover the key points to be retained from the course.
Quizzes can be integrated at different stages within the course to allow for self-evaluation.
There are different formats for online courses and different platforms for implementing them.
Points of vigilance
Some students do not attend classes and use the free sessions to do other things. Restructuring sessions should not be used to give them a lecture on the contents of the online course so that students understand that this type of learning requires more involvement on their part. Unaccustomed students may find it difficult to be more active. They may also get bored with the distance format and therefore it is necessary to maintain face-to-face learning.
There should be very little time between the moment of acquiring knowledge independently and the face-to-face courses to structure this knowledge, if possible only a few days.
What if it doesn't work?
Students need to understand the value of this type of learning for them. They need to be explained and convinced of the reasons for this pedagogical choice and discussed with them.