In higher education, the flipped classroom model is revolutionizing teaching, fostering active learning and critical thinking among students. A real-life example of flipped learning can be observed in the implementation of this model in a university-level English language course.
Case Study: English for the Workplace course at the University of Cyprus
Dr. Constantinos Tsouris partially implemented the flipped learning approach in his course, in the process transforming his English for the Workplace class. Traditionally, Dr. Tsouris delivered lectures in class and assigned homework for practice. However, he noticed that at specific points in the course of the semester, some students struggled with complex or novel concepts during their independent study time, which hampered their understanding and engagement and did not allow them to keep pace with their peers.
Implementation of Flipped Learning
To address these challenges, Dr. Tsouris decided to flip his classroom at those junctures. He began by creating a series of pre-recorded video lectures covering the core content. These videos, with an average duration of 20 minutes, were uploaded to the university’s learning management system and students were required to watch those before coming to class.
In addition to the videos, Dr. Tsouris provided supplemental materials such as interactive quizzes, reading assignments, and discussion forums. These resources allowed students to engage with the content at their own pace and facilitated a deeper understanding of the material.
Classroom Transformation
The in-class time was adjusted accordingly for active learning activities. The instructor designed collaborative projects, group discussions, and hands-on practice that aligned with the pre-recorded content. For instance, after a video lecture on interviewing techniques, students worked in pairs to interview each other, followed by peer reviews and class presentations.
This approach enabled the instructor to provide immediate feedback and support, fostering a more interactive and engaging learning environment. Students reported higher levels of comprehension and retention, as well as increased motivation and participation.
Outcomes and Benefits
The flipped learning model significantly improved the academic performance of students taking the English for the Workplace course. Even though semester assessments are yet to be submitted, an increase in exam scores and overall grades is expected. Students developed critical thinking and problem-solving skills, as the in-class activities required them to apply theoretical knowledge in practical scenarios.
In conclusion, application of the flipped classroom in this course, however partial, exemplifies how this innovative teaching strategy can enhance learning outcomes in higher education. By leveraging technology and prioritizing active learning, educators can create a more dynamic and effective educational experience for their students.