“‘Flipped classroom’ is professional suicide”

Jonathan Rees asks:

Proponents claim it [the flipped classroom] frees up class time for direct interaction between faculty and individual students. Instantly suspicious of flipping my classroom, I wondered how my students would find time to do their assigned reading if they were watching class videos in their dorm rooms three times a week? I also wondered what the rest of my class would be doing while I personally interacted with other students, one by one. I am yet to get satisfactory responses to either of these concerns.

Very good questions, these. First, under the flipped classroom model, students are supposed to fulfil the traditional tasks of reading and going to class, and the new chore of watching recorded talks. More work, and thus less likely to get done. Or perhaps the videos will supplant the readings altogether (this writer would welcome the change). After all, tl;dr. Second, can’t students simply do the readings in advance as assigned so everyone can enjoy the benefit of class time free of the unregenerate hideousness of the medieval lecture? Why do we need the extra work of videos to achieve this end? Why this restructuring? A venture:

“In an age where people seem to think that education is just a matter of ‘delivering content’ that translates into mad workplace skillz, I’m uneasy about providing the university with any multimedia content that could be aggregated into a enormous-enrollment course taught by a grossly underpaid and underinsured Ph.D.”


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