| Title | Flipping the classroom: Improving student engagement and learning in-class with improved pre-class student preparation |
|---|---|
| Faculty/College/Unit | Sauder School of Business |
| Status | Completed |
| Duration | 2 Year |
| Initiation | 04/01/2013 |
| Completion | 03/31/2015 |
| Funding Details | |
| Year 1: Project Year | Year 1 |
| Year 1: Funding Year | 2013/2014 |
| Year 1: Project Type | Small TLEF |
| Year 1: Principal Investigator | Drew Paulin |
| Year 1: Funded Amount | 40,325 |
| Year 1: Team Members | Drew Paulin, Manager, Learning Design and Innovation, Sauder School of Business |
| Year 1: Summary | This project expands the Flipped Classroom pilot undertaken at Sauder School of Business in the past year. By moving conceptual content that is generally covered during lectures into modular videos that are distributed online before class, much more of the face to face class time can be used towards engaging and experiential-based learning activities. The traditional structure of course-based learning is to deliver conceptual knowledge in lectures, and then to assign homework that allows students to apply knowledge outside of the classroom. We are proposing a course structure that is ‘flipped:’ The majority of the delivery of conceptual content is moved to online videos viewed before class, and in-class time is spent engaging students in activities that allow them to apply concepts. The project involves the creation of videos and animations, the development of online and in-class activities, project evaluation, and related resources for instructors and support staff. |
| Year 2: Project Year | Year 2 |
| Year 2: Funding Year | 2014/2015 |
| Year 2: Project Type | Small TLEF |
| Year 2: Principal Investigator | Drew Paulin |
| Year 2: Funded Amount | 33,800 |
| Year 2: Team Members | Drew Paulin, Manager, Learning Design and Innovation, Sauder School of Business |
| Year 2: Summary | We have implemented a structure that is 'flipped' in several Sauder courses: The delivery of conceptual content is moved to online videos, and in-class time is spent engaging students in the application of concepts. We would like to expand this approach to more courses, and create a library of video modules that represent a conceptual mapping of Sauder's programs. While the project still involves video production, development of learning activities, evaluation, and related resources, the next phase of the project also takes on a 'curation' component that identifies existing open resources to be used in our curricula, and identifies gaps in existing materials in order to better focus our production efforts. We will also introduce an instructional design component focusing on connecting external materials and internally produced materials into an effective online learning experience that is aligned with in-class learning activity design. |