Flipping the phonetics classroom

Abstract

The 21st century has seen a continued expansion of bandwidth, processor speed, and availability of multimedia recording tools for the average PC. Consequently, the flipped classroom model has gained popularity, in both K-12 and higher-level education. In a flipped classroom, the instructor typically records short lectures, to be viewed online by the students prior to class. Classroom time is then devoted to activities that might normally be assigned as homework, such as problem solving, examination of case studies, discussion or other interactive exercises. Advantages of the pre-recorded lecture include the opportunity for students to replay the lectures and the availability of captioning, while disadvantages of this format may include a lack of spontaneity or ability to stop and ask a question. The drawbacks may, however, be compensated for by the increased feedback opportunities for students, allowing teachers more opportunities to gauge gaps in student knowledge. The phonetics classroom seems particularly well suited for the increased opportunity for in-class exercises and feedback offered by the flipped classroom approach. This presentation will describe the author’s implementation of the flipped classroom model in an undergraduate phonetics classroom, including a discussion of students’ attitudes, technical issues, and other challenges.