부산대학교 도서관

Traditional lecture style courses use class time to deliver new material to students and homework to provide practice. Flipped classrooms, on the other hand, provide new material outside of class and students are then given opportunities to work actively on problems during class time. A flipped classroom design combines active, problem-based learning activities with direct instruction methods, and is seen by many as a teaching method that results in higher student satisfaction, greater retention of knowledge, and increased depth of knowledge [1]. The initial implementation of a flipped classroom can be difficult for teachers. Time is needed to develop instructional materials for students to view outside of class, in addition to the time required for developing constructive in-class activities. Teachers who have persisted with this teaching method often report that their classrooms are not optimized until the third or fourth implementation. This paper describes the three-year progression from traditional lecture style to flipped classroom design of a large enrollment differential equations course at the University of Louisville's J. B. Speed School of Engineering. The discussion section of the paper reflects on specific implementation difficulties of flipping a classroom, and gives strategic suggestions for instructors who are beginning to design this type of curriculum. [ABSTRACT FROM AUTHOR]