3. One lecture at a time

As the stop gate between students who want to be nurses, and the actual nurses themselves, Terry Austin is tasked with infusing the former with the anatomy, physiology, and microbiology knowledge that they need to become nurses at Temple College in Temple, Texas. Using Learning Catalytics’ bring your own device (BYOD) student engagement, assessment, and classroom intelligence system, Austin has students watch short lectures before class. He then monitors student performance, tracks any modifications needed in his own instruction, and adjusts accordingly.

With a high percentage of working, non-traditional students, Austin has been using Flipped Learning since 2008 to teach his courses’ tough-to-grasp content. “Not only are there a lot of anatomical terms to learn,” he noted, “but my students also have to learn the science itself and the language behind it.” He said the videos give pupils a jump start on content that in the past may have required two to three course repeats. “The class retake rate has improved since I started using this new learning style,” said Austin.

That learning style finds students using computers and mobile devices to watch videos on key topics. After answering three or four thought-provoking questions at home, students step into the classroom and are immediately assigned to teams. Those teams spend 5-10 minutes discussing a single question before committing to a single answer. “This brings an exciting new dynamic to the classroom,” emphasized Austin, “where students can teach one another more effectively than I’d be able to.”

Watch Austin explain his use of Learning Catalytics:

 

To educators looking to leverage Flipped Learning in their own classrooms, Austin says the best approach is to start small. “If you come into this with the ‘all or nothing’ mindset, it will never get done,” he cautions. “There’s nothing wrong with flipping a single lecture and then growing from there.

Bridget McCrea is an editorial freelancer with eCampus News.


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