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FLIPPED PEDAGOGY: CREATE THE NEED TO ALSO MEET AS A GROUP

J. Myers

Queen's University (CANADA)
Typically, in a flipped situation, students prepare for the course at home and come to class to ask their questions. Supposedly after all questions were answered and the concepts understood by all, the class is dismissed. Do those who don’t have questions not bother coming to class. Is this the best picture?.

Some instructors follow-up with actual practice to provide further work on the knowledge and know-how to be mastered. Tony Bates (oral report, Dec.9, 2016) strongly suggests that universities find a way to have students attribute added value to class sessions on Campus in addition to on-line work. It is obvious that with no such dependency, students will feel that they can take classes anywhere on-line and the feeling of belonging to a certain group on a university campus will become trivial.

So the question is how to bring the students to Campus classes, how to make it worth their while. We discuss findings during a semester long course, examining what the instructor implemented and what the students expected.