Administration

Communications

C-SC’s Flipped Classrooms Break the Mold of Traditional Education
Wednesday, September 26, 2012

Culver-Stockton’s faculty are thinking outside of the box to create an active learning environment by “flipping” their classrooms. These flipped classrooms are happening in several disciplines and have students talking about the unique approach to education.

What is a flipped classroom? Traditional education consists of a professor lecturing to a group of note-taking students, whom later are tested on the amount of knowledge they retained. In a flipped classroom, the students have already seen the “lecture” before they even walk into the classroom. Utilizing current technology, Culver-Stockton students are accessing information through a variety of techniques before the class begins, freeing class time to be used for more hands-on activities and interactive discussions.

Dr. Kim Gaither utilizes “The Flipped Classroom” approach by providing written notes and video recordings of course topics before class. Gaither creates mini lectures to help students understand the more difficult concepts. It may require more time for professors to prepare multiple sources of learning materials for students, but to the professors at C-SC, it’s worth it. “This approach encourages our students to be more engaged in the classroom because they have a better understanding of the material as soon as the class begins,” says Dr. Kim Gaither, associate professor of finance.

Not only does flipping the classroom allow the students to become more engaged in their classrooms, it also accommodates to students’ different learning styles. “Our students now have options for how they learn. In my classes, I provide multiple resources for the students: PowerPoint presentations, audio lectures, online learning tools and an iPad app. The students can then select the best way to spend their time preparing,” says Dr. Dell Ann Janney, associate dean of experiential education and professor of accounting. “Just in the short time we’ve been flipping our classrooms, I have already noticed that my classroom discussions have been elevated to deeper learning. Students really are engaging in more analytical discussions.”

Flipping the classroom also benefits students who are not strong test-takers. According to professors, this approach creates more opportunities for students to showcase their knowledge, and more class points are taken from activities, allowing teachers to focus less on testing.

For example, in Judy Abbott’s Judicial Process class, the next class period’s discussion topics are assigned to students in advance, and the students conduct research prior to class. The students then come to class and are quizzed on their efforts. The quizzes are meant to highlight the individual research on the subject.

Abbott states, “My students have been so positive about it. They have told me they are learning more, because they are taking ownership in the research of the subject. There is a huge difference in the students’ preparation and I know they will retain this knowledge much longer. Furthermore, students are better able to argue an actual case. This approach better prepares them for the demands of the workplace. ”

“Our 12 week/3 week semester calendar gives students the opportunity for more experiential learning in which students do real-world, hands-on activities. We know student learns differently than they used to, and we are continually trying to improve the learning environment,” says Janney. C-SC faculty participate in continuing professional development focused on best teaching and learning practices to provide students with active and experiential learning opportunities.