Are you often challenged by students’ lack of preparation for class? Seeking ways to reach, and engage, your students? Flipped-classroom teaching methodologies may help you deal with these concerns.

Learn about designing your flipped classroom

Play the "Flipping the College Classroom" Podcast

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Flipping the College Classroom: A Free Podcast Series from Cengage LearningIn “Acquiring Knowledge,” Episode 3 of the “Flipping the College Classroom” podcast series, Marc Alan Sperber and Craig Dane Roberts of Duke University describe how you can design a learner-centered flipped course, in which students build knowledge effectively and achieve your desired learning outcomes—all while developing a sense of ownership, responsibility, and self efficacy within the learning process. They also describe how the flipped-classroom strategies you implement in your course can encourage effective time on task and help you reach diverse learning styles—two of the important practices outlined in the Seven Principles of Effective Education.

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.


Learn more about the flipped classroom from Marc Sperber and Craig Roberts

Looking to learn more about how to flip, and make your class look like this? Register for Marc and Craig’s one-hour virtual workshop on reasons why you should flip your classroom… and how to do it at 1 PM ET on Thursday, November 20th.

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.