Perhaps you’ve heard a lot of buzz around “flipping the classroom,” but it’s brought a lot of questions to mind: Is it just a matter of watching videos before class, and completing homework in class? If I choose to flip my course, will I be able to cover all my course content without that in-class lecture? Will students participate? And, Will students give me poor course evaluations because they aren’t receiving the kind of classroom lecture-and-assignment format that they expect?

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Flipping the College Classroom: A Free Podcast Series from Cengage Learning
In “Pieces of the Puzzle,” Episode 2 of the Flipping the College Classroom podcast series, Marc Alan Sperber and Craig Dane Roberts of Duke University address these concerns as they discuss what a flipped classroom is—and what it isn’t. You’ll learn how they use team-based learning to build and enhance student engagement in the classroom. And, they examine how active learning and faculty-student interaction—two of the Seven Principles of Effective Education (Seven P’s)—are supported and enhanced when instructors implement flipped classroom techniques and strategies.

Want some examples of how this could work—and succeed—in your class? Marc and Craig also share proven strategies for getting students to embrace the flipped-classroom model, as well as a story from the Duke-NUS Medical School that illustrates how the flipped-classroom approach helped students achieve improved scores on their board exam.

Learn more about the flipped classroom at our upcoming webinar

Join us in the coming weeks for additional episodes of the “Flipping the College Classroom” podcast series. Then, join us on Thursday, November 20 at 1 PM ET for Marc and Craig’s one-hour virtual workshop on the reasons to flip the college classroom–and how to do it.

Have you flipped your classroom? Did you encounter, and overcome, any challenges? How did you build student engagement? Share your ideas and strategies in the comments.

 

About the “Flipping the College Classroom” Podcast and Webinar Contributors

Marc Alan Sperber, MS (Instructional Technology), Duke University School of Nursing
As an educational technologies consultant at Duke University, Marc designs innovative residential, online and international courses, consults with faculty on the best practices in instructional design and technology integration for classroom and distance-based courses, co-leads the Distance Education Special Interest Group at Duke and serves on a university-wide online course assessment committee. Educational technology projects have sent Marc to China and Tanzania. He has a master’s degree in instructional technology and distance learning administration, and previous experience as a marketing research analyst, music magazine publisher/editor-in-chief and TV commercial film editor.

Craig Dane Roberts, PhD (Neuroscience), Duke Institute for Brain Sciences
A Duke University faculty member in both neuroscience and education, Craig’s research expertise lies in how our brains encode and store sensory information. In education, he leads, evaluates and advises on institutional initiatives to adopt novel educational technologies and practices – including flipped, collaborative and competency-based approaches. Craig directs learning innovation and global ventures at the Duke Institute of Brain Sciences, including the development of scientific research and education programs in Shanghai.