Please use this identifier to cite or link to this item:
Title: Traditional instruction reformed with flipped classroom techniques
Authors: Lee, Jennifer
Beatty, Susan
Feng, Patrick
Hoffman, Nadine
McDermott, Brenda
Keywords: Library & Information Science;Information literacy;Flipped learning;Flipped classroom;STAS201
Issue Date: Jun-2015
Abstract: A flipped classroom moves away from a lecture-then-homework model by assigning “content” before the class, and then engaging students with the content or concepts during the class. This poster describes the redesign of a series of information literacy sessions in a first-year inquiry-based learning class, by employing flipped classroom techniques. It also reflects on the collaborative process of session redesign and lessons learned about executing a flipped classroom. The redesign came about as a result of the course instructor providing librarians with additional time, and an assessment component. The instructor, librarians, and a writing support coordinator worked together to revamp what was originally traditional lecture-style sessions. The pre-assigned content also included short quizzes administered through a course management system to ensure students understood content before class. Facilitated classroom activities allowed students to practice concepts with feedback. A final assessment component was also administered through the course management system and will be compared to quiz marks.
Appears in Collections:Lee, Jennifer

Files in This Item:
File Description SizeFormat 
Traditional instruction reformed with flipped classroom techniques-ARROW-high-quality.pdfPoster pdf409.61 kBAdobe PDFView/Open

This item is licensed under a Creative Commons License Creative Commons