Abstract
<p class="JLDAbstract">After explaining our experience with a flipped classroom model of learning, we argue that the approach brings to light the dramaturgical and mediatized aspects of learning experiences that favour a closer connection between recorded content and “live” presentation by the lecturer. We adopted the flipped classroom approach to learning and teaching in a class of over 100 postgraduate level university students, some learning at a distance, and run over two successive years. This article describes the format of the lecture recordings, class activities and assessment method. We also describe the outcome of course evaluation, and present what we learned from the process. </p>
Highlights
In the 1980s, with Jacques Derrida’s radical hermeneutics in full flow (Derrida, 1983), some of us read about and practised the lec(ri)ture, an inversion of the lecturing format — the insertion of laughter into the standard, conventional idea that knowledge could be delivered by talking to a group of people sitting in front of you
The flipped classroom approach means that the teacher supplies the course content via videos and other learning materials for the students to absorb in their own time in private at home before they come to class
A blog by Kris Shaffer adds further support to the flipped classroom rationale: “put student work that requires a low cognitive load outside of class so that the time spent in the presence of peers and the teacher can be devoted to higher-order thinking and more complex tasks” (Shaffer, 2015)
Summary
Move forward to more innocent and practical times with rapidly developing networked learning technologies and different student skills and expectations. The flipped classroom approach means that the teacher supplies the course content via videos and other learning materials for the students to absorb in their own time in private at home before they come to class. According to advocates of the flipped classroom approach Jonathan Bergmann and Aaron Sams, “the time when students really need me [the teacher] physically present is when they get stuck and need my individual help. They don’t need me in the room there to yak at them and give them content; they can receive content on their own” A blog by Kris Shaffer adds further support to the flipped classroom rationale: “put student work that requires a low cognitive load (such as information delivery or memorization) outside of class so that the time spent in the presence of peers and the teacher can be devoted to higher-order thinking and more complex tasks” (Shaffer, 2015)
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