Saturday, February 20, 2016

Making Our Teaching Efficient: Flipping the Classroom - Linda C. Hodges, Tomorrow's Professor

Faculty typically spend a lot of time teaching—over 20 hours of a 50-hour workweek in one study (Bentley and Kyvik 2012). Are we spending that time productively? Obviously, whether or not we feel productive depends on what we hope to accomplish as instructors. For example, virtually all the faculty surveyed in the 2013–14 Higher Education Research Institute Faculty Survey felt that two learning outcomes were particularly key: 
developing students’ abilities to think critically (99.1%) and promoting students’ abilities to write effectively (92.7%). If these are our top goals for student learning, how do we direct our time most efficiently to achieve them? As more data become available on how people learn, the answer to this question may lie in our use of the flipped classroom.

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