In higher education, promoting student engagement and facilitating deep learning are paramount goals for educators. One innovative teaching strategy that has gained significant attention and success is flipped learning. This article focuses on the implementation of flipped learning as a powerful teaching tip in higher education, exploring its benefits and providing practical guidance for instructors.
Flipped Learning Defined
Flipped learning is a pedagogical approach that reverses the traditional classroom model. In this approach, students engage with instruction-
al materials, such as prerecorded lectures or readings, before attending class (Smith & Johnson, 2018). This pre-class study time allows students to gain a foundational understanding of the content independently. In-class time is then dedicated to collaborative discussions, problem-solving, and active learning activities that deepen understanding and foster higher-order thinking skills (Davies, Dean, & Ball, 2013).
Enhancing Student Engagement
One of the primary benefits of flipped learning is its ability to enhance student engagement. By shifting content consumption outside the classroom, students arrive prepared and motivated to actively participate during class time (Tucker, 2012). This active engagement promotes a deeper understanding of the subject matter and encourages critical thinking and analysis.
Promoting Student Mastery
Furthermore, flipped learning promotes mastery by providing ample opportunities for practice and application. In-class activities designed to reinforce concepts, develop skills, and foster independent thinking help students consolidate their learning (Smith & Johnson, 2018). With the instructor’s presence, students can seek immediate clarification, engage in peer-to-peer discussions, and receive personalized feedback,
leading to improved mastery of the material.
Implementing Flipped Learning
To effectively implement flipped learning, instructors should follow specific steps. First, they need to clearly define the learning objectives for each class session and align them with the course outcomes. This guides the selection and organization of pre-class materials and in-class activities (Davies et al., 2013). Instructors should curate or create instructional materials that effectively convey core concepts and essential
Clear communication of expectations is crucial to ensure student accountability. Instructors should emphasize the importance of pre-class preparation and consider incorporating low-stakes assessments or reflection exercises to ensure students engage with the content (Tucker, 2012). During in-class time, instructors should design interactive activities that promote active learning and collaboration. Examples include
group discussions, problem-solving exercises, and hands-on experiments. These activities encourage students to apply their knowledge, ask questions, and seek clarification (Davies et al.,2013).
As facilitators, instructors should encourage meaningful discussions and provide opportunities for students to share their perspectives, debate ideas, and explore different viewpoints. This fosters critical thinking and deeper understanding of the subject matter (Tucker, 2012). Lastly, instructors should provide timely and constructive feedback on students’ in-class performance. This feedback loop reinforces learning and motivates students to continue their academic growth (Smith & Johnson, 2018).
Flipped learning offers a powerful teaching tip for higher education that promotes student engagement, mastery, and critical thinking. By leveraging technology and re imagining the traditional classroom model, educators can create dynamic learning environments that empower students to take ownership of their learning journey. As higher education continues to evolve, incorporating innovative approaches like
flipped learning holds tremendous potential for transforming the educational experience and preparing students for success in the complex and ever-changing world they will enter upon graduation.
Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research and Development, 61(4), 563-580.
Smith, J. A., & Johnson, K. R. (2018). Implementing Flipped Learning in Higher Education: Enhancing Student Engagement and Mastery. Journal of Higher Education, 42(3), 123-137.
Tucker, B. (2012). The flipped classroom. Education Next, 12(1), 82-83.
Annie Chitlall, RDH, BS, is an adjunct lecturer in the Dental Hygiene Department at New York City College of Technology and the Dental Hygiene Unit at Eugenio Maria de Hostos Community College, both in New York City. She also works as a clinical dental hygienist in two private practices and is pursuing an online Master of Health Science degree with a concentration in higher education at Nova Southeastern University. Chitlall’s interests include educating the West Indian community about the importance of dental health and is working toward providing a dental outreach program for children in her native country of Guyana.