Flipping Pedagogy: The New Classroom

The language of pedagogy is changing. University administrators, politicians, scholars, and teachers embrace this new lexicon of MOOCs, hybrids, and digital platforms. Their purposes differ. Some view these tools for potential profit or cost savings, while others debate their long-term impact on learning. Classicist Jennifer Ebbeler’s flipped classroom gave her insight into the benefits and shortcomings of a model in which students spend their class time engaged in discussion, problem-solving, or group projects. When they are outside brick and mortar confinements, they watch or listen to lectures in preparation for their class meetings. – Elaine Carey, chair and professor of history at St. John’s University and AHA vice president, Teaching Division.

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  1. Jane Giraldo

    I am a middle-aged student–a history major. I would not care for this kind of teaching because it adds so many hours to an already hectic schedule. A 3-credit course is supposed to mean 3 hours of lecture a week plus 6 of study assignments. When you have to listen to the lecture on your own time, then have class activities, then STILL have to do assignments and studying, the time becomes overwhelming.

    Two of my best professors have similarly impinged on our time by requiring classroom attendance for their lectures, LOTS of reading and writing, and then much additional activity on Blackboard. Yes, they are excellent instructors and I learned more from them than from some other professors and enjoyed every minute of it, but at a steep cost in time and effort. I felt like I deserved more than 3 hours of credit for doing all that work.

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