Gain Time and Differentiate to Meet Student Needs in University Learning Environments: A Flipped Learning Approach

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Author(s): Lauren Beth Rosen (University of Wisconsin, USA), Magara Maeda (University of Wisconsin – River Falls, USA)and Natalia Roberts (University of Wisconsin – La Crosse, USA)
Copyright: 2017
Pages: 18
Source title: Flipped Instruction: Breakthroughs in Research and Practice
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-5225-1803-7.ch013

Keywords: Education / Educational Technologies / Information Science Reference

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Abstract

Flipped learning is a way to regain lost time and provide support for students where they really need it. This became especially apparent in Interactive Two-way Videoconference (ITV) based distance courses where lost time and difficulties differentiating for students across multiple campuses created great frustration. Language educators are very accustomed to and comfortable with students working in groups and pairs, unlike other disciplines, to problem solve, think critically and develop content. This chapter discusses how Russian and Japanese instructors moved the “fact learning” parts of lessons to independent study while increasing opportunities for students to practice creating with the language in a supported teacher-guided environment. In the process, they regained lost time to focus on increasing student proficiency, addressed specific student misconceptions, and more easily differentiated instruction to meet student learning styles.

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Gain Time and Differentiate to Meet Student Needs in University Learning Environments: A Flipped Learning Approach

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