Some time ago the concept of active learning and the flipped classroom was discussed in this column. To remind you, a flipped classroom is a method of teaching in which the content that would typically be delivered during the class lecture is viewed online as a video presentation by the student prior to coming to class, giving the student the opportunity to become familiar with the content on their own time, and reserving class time for interactive learning, problem solving and quizzes to enforce the lessons within the lecture or any other strategy the instructor may use to reinforce the content. Much has been written about whether active learning and the flipped classroom is indeed successful. While the idea for a flipped classroom may have originated at the college level, it took strong hold in high schools where in some instances entire high school curricula were transformed so every class became a flipped classroom, and with great success. Less discussed, however, has been the efficacy of the flipped classroom at the undergraduate and graduate levels. Recent studies have begun to evaluate this more closely through assessment of student performance and also what specific aspects of this teaching style made the strongest impression on the participants.
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