Abstract:

Communication of knowledge, to students, is the most important part of what teaching entails, but there are other essential functions of as well. Seeking the most effective way of getting knowledge to students, in the most relevant and technically accessible way, is also an important part of the role of an educator.

In the search for the better and more effective way of teaching, different teaching-methods and ideologies have come and gone. One such, which is getting the most attention at the moment, is Flipped Learning.

The Flipped Learning method entails combining the use of lecture recordings and workshops. Students listen to recordings that are subject specific before coming to workshops where the material is applied, with the support of other students and the teacher.

The workshops are an integral part of the process for students to deepen their understanding of the material and to be able to apply it. To be able to do that, it is important that the students have listened to the recordings before they come to class.

The main criticism of the Flipped Learning method is that student don’t actually listen to the recordings before attending the workshops. Therefore, one of the central questions is how do we get students to listen to the recordings before the workshops?

In this presentation, I will introduce how I used short tests to encourage students to listen to the recordings in the course Spoken and Written Language, taught at the Department of Education at the University of Iceland. The course is a requirement course in the first semester for student studying for a Bachelor degree in the Department of Education.

Keywords:

Flipped Learning, Higher Education.