Conferences, SoLAR Southern Flare Conference
Last modified: 2012-11-06
The term flipping the classroom has appeared recently as a new approach to distribute the activities between two contexts: before the lecture, during the lecture. Although the term has no formal definition, it appears when opposed to the traditional view of a lecture in which students are given new material and some activities to carry out after the session. A flipped classroom assumes that students may work in certain activities before attending the lecture. These activities may include reading material, visualizing videos, answering questions, etc. But the this approach is not entirely new. Other learning strategies such as Active Learning, or Just in Time Teaching rely on the same premise of activities used to prepare a lecture. Relying on previous activities has the risk of students attending the lecture with significantly different levels of engagement. This risk is irrelevant in a conventional classroom as the material is assumed to be totally new to students, but if the lecture includes activities that rely in student participation, this risk seriously jeopardizes the success of the session. In this paper we postulate the use of learning analytics and a fast feedback loop to monitor student engagement with the previous activities and report the results to instructors before the session.
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