Abstract:

The traditional one-size-fits-all of education often results in limited concept engagement, restricted teacher student interaction, and severe consequences. With the prevalence of communication technologies for producing and posting online video and multimedia, as well as the increased capacity of students’ access to technology, these innovations have paved the way for advancing the flipped classroom model away from the traditional classroom, and into a hybrid or blending learning environment.

Flipped classroom is a reversed teaching model that delivers instruction outside of the classroom, through interactive, teacher-created videos, lessons and multimedia, moving the homework and in-class projects to the “laboratory”. Moving lectures and discourse to the outside of the classroom provides teachers additional one-on-one time with each student, thereby allowing the classroom to be truly student centered. Students have the opportunity to ask questions and work through problems with the guidance of their teachers and the support of their peers - creating a collaborative learning environment.

This paper will provide both a meta-analysis of flipped classroom models as well as provided strategies for implementation of educational technologies aligned with course examples. The goals are to give teachers more time to spend one-on-one helping students, and to build stronger student/teacher relationships that offers a way for teachers to share information with other faculty. Ultimately the information provided in this paper will produce strategies that increase the ability for students to “rewind” lessons and master topics and create a collaborative student centered learning environment in the classroom.

Keywords:

Curriculum, Innovation, technology, student teacher interaction, student engagement, student-centered, hybrid learning.