Implementing the flipped classroom: Challenges and strategies

Abstract

The flipped classroom model holds both benefits and challenges for new adopters. A learner-centered instructional perspective supports the development of an effective flipped course. Instructors can assess their readiness for the conversion process and prepare for a smooth implementation by learning about the experiences and ideas of others. Instructors should also think through the readiness-both practical and conceptual-of their institution and students. Preparing students for the flipped model, and making use of their input when possible, eases the transition for all. Aspects of course design to consider include content format, in-class activities, and building connections between in-class and out-of-class components. Instructors have numerous options for content delivery, and can base their selections on multiple factors, including technological skill and available tools as well as student access and preference. Activity design can incorporate a variety of strategies, often making use of peer interaction and collaboration. Changes to instructional methods result in alternate teaching roles and shifts in the classroom environment. In addition, these changes warrant a fresh look at assessment methods, for students, instructors, and courses. Instructors who share their flipped classroom experience, from initial design to final data collection and evaluation, provide valuable learning for all.