Flipped classroom teaching can be used to enable problem-based learning. Students can use videos during their course preparation, leaving more time for problem-based learning during contact hours.
Because not many students are enrolled in the programme, the department decided that students should be able to complete the degree online. This allowed for a different demographic pool of students and gave them more flexibility in their student life. At the same time, we wanted to maintain the AU Herning values of close interaction with the students.
Flipped classroom approaches aim to create problem-based learning in close interactions with the students, whether they attend classes in person, online, synchronously or asynchronously.
THE PROCESS | |||
Out of class | Students work independently with the curriculum during their preparation time. The teacher defines clear learning objectives and posts short videos up to 15 minutes long that act as a lecture. The students also work on a small exercise and hand in answers to some reading questions. The students can also ask questions and communicate with the teacher online. | ||
In class | Initial teaching (approx. 1/3 of the class): Students can participate in the class in person or online in a hybrid learning space. The teacher goes through the answers to the exercises and clarifies any questions or uncertainties. This is all recorded and made available on Brightspace. Learning space (approx. 1/2 of the class): Students work in groups on additional exercises related to the course content, where they apply what they have learned. The teacher is available to guide and help students if needed. Online students can ask questions by ‘queueing’ in a virtual room. This part isn’t recorded. In plenum (approx. 1/6 of the class): Discuss the activities in plenum at the end of the class. Discuss whether the learning objectives were achieved. This part is recorded for asynchronous students to evaluate themselves according to the learning objectives. | ||
Out of class | The asynchronous teaching happens out of class. Students work together at any point during the week, typically in the evenings. These students can ask their study group for help before asking the teacher, as the teacher might not be available to reply right away. | ||
RESSOURCES FOR STUDENTS | SUPPORT FOR STUDENTS |
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Surveys from previous courses show that students benefitted greatly from actively participating in the contact hour.
The students used the videos extensively to prepare for the exam.
It takes a lot of work to record all the videos the first time this format is used, but the videos can be reused each time the course is taught.
The videos shouldn’t be longer than 15 minutes. If they are longer than that, they should be split up into smaller segments.
The main focus of the videos should be on the content, so don’t spend too much time on the editing. Simply using a webcam to record is enough.
Students participating online should have their cameras switched on.
Remember to pay attention to the online students and address the camera directly.
| Educator | Per Lysgaard and Henning Slavensky |
| Faculty and department | TECH-ECE |
| Degree programme | Electronic engineering and electrical energy technology |
| Level of study | Bachelor of Engineering |
| Number of students | 40 |
| Teaching format | Lecture, classroom instruction |
| Implementation | 2015 and ongoing |
