A forum where french‐speaking faculty can exchange research on teaching

Vicens, Quentin; Coumoul, Xavier; Souciet, Jean-Luc

doi:10.1002/bmb.21258

Cited by 1 publication

(1 citation statement)

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“…Designing and setting up a flipped classroom is often accompanied by an increased teacher workload, which could be limited by adopting several strategies mentioned above: use of resources produced by others, automated corrections, or peer assignments. 65 Working in pedagogical teams or communities of practice 66,67 is also a way of sharing the burden of work and of getting support from others.…”

Section: Discussionmentioning

confidence: 99%

A field guide for implementing a flipped classroom

Poulain

Bertrand²,

Dufour³

et al. 2023

Biochem Molecular Bio Educ

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The way flipped classrooms are perceived and even practiced by teachers is sometimes approximate. For instance, while the Covid‐19 pandemic has pushed many universities to adopt distance learning, flipped classrooms have often been mentioned as a solution in that context. This inducement maintains a confusion between flipped classrooms and distance learning that might be detrimental for students and teachers. Moreover, embarking on a new pedagogical practice such as flipped classroom could be intimidating and time‐consuming for the newcomer teacher. For these reasons, this article aims to share some tips for implementing a flipped classroom, with examples from biology and biochemistry. Based on our experiences but also on the current scientific literature, we structured these advise around three phases: preparation, implementation, and follow‐up. In the preparation phase, we advise planning early to invert time in class and outside the classroom, but also to say it explicitly, as well as to identify (or optionally create) resources for students to learn in autonomy. In the implementation phase, we suggest to (i) be explicit in the acquisition of knowledge and foster students' autonomy; (ii) explore active learning in class; (iii) develop cooperation and sharing skills; and (iv) differentiate teaching practices to adapt to student needs. Lastly, in the follow‐up phase, we propose to (i) evaluate both student learning and the pedagogical setting; (ii) take care of the logistics and the teacher's posture; (iii) document the flipped classroom, and (iv) share the teaching experience.

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Section: Discussionmentioning

confidence: 99%