Abstract:

Flipped learning is one of today’s buzzwords in education. For using such technique in an academic environment, it has been proposed to resort to video lectures [1]. However, a number of questions arise. How can cost for the additional effort needed to prepare the videos be managed? What type of video is best suited? How should videos be structured? How can you ensure that students actually took the videos before coming to class? What information can you extract from the usage of the videos by the students? How can you enrich videos by making use of social communities? How can you structure the activity in class? How can you manage a large class (composed by more than hundred students) in an interactive way? Each of these questions represents a challenge, but also an opportunity to introduce didactic innovation and to better serve the students. The paper will discuss these points and propose some solutions.

References:
[1] M. Ronchetti, "Using video lectures to make teaching more interactive" in INTERNATIONAL JOURNAL: EMERGING TECHNOLOGIES IN LEARNING, v. vol. 5, n. no. 2 (2010), p. 45-48. - URL: http://online-journals.org/i-jet/article/view/1156

Keywords:

Flipped learning, Video Lectures.