Version 1
: Received: 2 July 2020 / Approved: 3 July 2020 / Online: 3 July 2020 (09:07:41 CEST)
Version 2
: Received: 27 February 2021 / Approved: 2 March 2021 / Online: 2 March 2021 (09:34:53 CET)
Version 3
: Received: 23 May 2022 / Approved: 24 May 2022 / Online: 24 May 2022 (11:29:14 CEST)
How to cite:
Poulain, P.; Dufour, H.; Bertrand, M.; Taly, A. A Structured Guide for Implementing a Flipped Classroom. Preprints2020, 2020070030. https://doi.org/10.20944/preprints202007.0030.v3
Poulain, P.; Dufour, H.; Bertrand, M.; Taly, A. A Structured Guide for Implementing a Flipped Classroom. Preprints 2020, 2020070030. https://doi.org/10.20944/preprints202007.0030.v3
Poulain, P.; Dufour, H.; Bertrand, M.; Taly, A. A Structured Guide for Implementing a Flipped Classroom. Preprints2020, 2020070030. https://doi.org/10.20944/preprints202007.0030.v3
APA Style
Poulain, P., Dufour, H., Bertrand, M., & Taly, A. (2022). A Structured Guide for Implementing a Flipped Classroom. Preprints. https://doi.org/10.20944/preprints202007.0030.v3
Chicago/Turabian Style
Poulain, P., Mickaël Bertrand and Antoine Taly. 2022 "A Structured Guide for Implementing a Flipped Classroom" Preprints. https://doi.org/10.20944/preprints202007.0030.v3
Abstract
The way flipped classrooms are perceived and even practised by teachers is sometimes approximative. For example, 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 both students and teachers. Moreover, embarking on a new pedagogical practice such as flipped classroom could be intimidating and time-consuming. For these reasons, this article aims to share some tips for implementing a flipped classroom, with examples from biology and biochemistry. Based on our own experiences but also on the current scientific literature, we propose to structure the advises around three phases: Preparation, Implementation, and Follow-up. In the preparation phase it is advised to not only plan to invert time but also say it, as well as to identify (or create) resources for learning in autonomy. In the Implementation phase it is suggested to i) Be explicit in the acquisition of knowledge, and foster students' autonomy; ii) Explore active learning in class; iii) Develop skills of cooperation and sharing; and iv) Differentiate. In the follow-up phase it is proposed to i) Evaluate; ii) Take care of the logistics and your posture; iii) Document your flipped classroom and iv) Share.
Keywords
Teaching; Flipped classroom
Subject
Biology and Life Sciences, Biochemistry and Molecular Biology
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Commenter: Antoine Taly
Commenter's Conflict of Interests: Author