The goal of the flipped classroom approach to teaching is to provide students with more time in class to engage with the course material, says Paul Cubbon, lecturer in marketing at Sauder School of Business, who is innovating the teaching method at the school.
Cubbon, who uses this model for his COMM 101: Business Fundamentals pilot, spoke at a recent presentation, hosted by the Centre for Teaching, Learning and Technology, which showcased two pilot projects that use flipped classroom concepts. The course delivery structure is “flipped” – students view lectures online, and spend class time engaged in experimental learning.
When students are able to view online video lectures before a class, they come prepared to apply the content, says Drew Paulin, Manager of Learning Design at Sauder, who helped design the course pilot project. The learning experience is enhanced, he says.
When designing flipped classroom courses, creating effective video content becomes crucial. Paulin and Cubbon used storyboarding, the sequential visualization technique developed for use in animation, to condense and define content. Bite-sized pieces are key, says Paulin.
The course, which typically has more than 600 students, is now structured around pre-class readings, online videos and activities, including self-assessment quizzes and discussions.
Cubbon finds that students in the flipped classroom program have a better conceptual understanding, are better in applying knowledge in discussion and reflection, and are more satisfied with the learning experience overall.
