The Flipped Classroom

1. Objectives

After completing this module, viewers will be able to:

After completing this module, viewers will be able to:

Describe the value of flipping the classroom.
List the components of a flipped classroom environment.
List the key elements of an e-lecture.

2. Preparation in Advance

Exercise 1

Exercise 1
Exercise 2

It is certainly acceptable to present an e-lecture informally but this is not a license for poor preparation. Can you find the subtle errors in this presentation that could lead to student misconceptions in understanding?

Try to tell a story when presenting your content but be aware of cognitive overload in your use of media. Using video, audio, 3-D animation, transitions, text, and still imagery, all on the same slide can impair learning. In this video, which is a beautiful presentation, list one or two simpler approaches that may be more effective. Did the high quality of the production interfere with or enhance your learning? Specify how this video could have been reduced to 5 minutes without reducing the amount of information being transferred.

3. The Module

1. Background

Helpful Links

Competencies and IPE (eLearning)
Best Teaching Practices (eLearning)
Teaching in the Medical Setting (journal article)

4. Application of the Module

Exercise 1

Create an e-lecture that is less than 3 minutes long. Keep the following steps in mind when creating your presentation. If you need assistance, you are welcome to contact me ([email protected]). When you have finished, I encourage you to send me your video so that we can post it on this site for demonstration purposes.

Guidelines for creating an e-lecture

Lectures should be ≤ 20 minutes in length.
A lecture should not simply be voice over a slide presentation (e.g. use an electronic white pen to enhance the lecture).
Remember to maintain your enthusiasm; this is sometimes difficult without an audience.
Keep in mind that your e-lecture should prepare students for active engagement in the classroom and not be viewed as a comprehensive treatment of the material.

5. Next Steps and Peer Coaching

Exercise

Exercise

You’ve created a great e-lecture, your students love it, and test scores assessing the topic of the e-lecture have even improved. Now what? How will you continue to enhance your interactions with the class? How can you go beyond what you have already done? Consider team presentations, round table discussions, debate, role-playing exercises, simulations, and peer instruction as a way to enhance student learning.

6. Summary Points

Points

Points

A flipped classroom can improve student learning.
A flipped classroom learning environment has two components: an asynchronous and a synchronous component – it is not simply an e-lecture.
An e-lecture should be short, less than twenty minutes, it should be interactive, and an e-lecture is more than voice over PowerPoint but it should not be laden with unnecessary visuals.

► Resources

About the Author

Harry Goldberg, PhD
Assistant Professor, Biomedical Engineering
Director, Office of Academic Computing
Assistant Dean
Member of the IEE Managing Board
Johns Hopkins University School of Medicine

Module Editor

Michael T. Melia, MD
Associate Professor of Medicine
Fellowship Program Director
Associate Director for Faculty Engagement, Osler Medical Training Program
Tausig College Advisor
Johns Hopkins University School of Medicine