I have been adopting flipped classroom strategies (in upper-level chemistry classes ~20-30 students), but I often get feedback from students that they want me to "just go back to regular lectures" and that they perceive the flipped classes as more work.
I think the results are positive for student learning in my classes, although I haven't done formal assessments. I also personally appreciate the change of pace and style. Previously students might have felt that I wasn't giving enough concrete examples and this definitely solves the issue, as well as making me more responsive to a particular class's needs.
I am wondering about strategies to overcome student apprehension about active learning styles.
Answer
Here are some ideas from Linda Kober, author of a publication by the National Research Council's Board on Science Education, Reaching Students: What Research Says About Effective Instruction in Undergraduate Science and Engineering. This comes from Chapter 6, "Overcoming Challenges", in the section "Helping Students Embrace New Ways of Learning and Teaching":
- Make clear from the first day why these teaching strategies are effective, and be explicit about how they benefit students, and what is expected of students.
- Show students evidence of how research-based strategies will help them learn and prepare for their future life.
- Use a variety of interesting learning activities.
- Encourage word-of-mouth among upper-level students who have already taken the course.
- Listen to students’ concerns and make changes to address legitimate ones.
- Make sure that grading and other policies are fair [e.g., group work].
For details you can get a free PDF download here (note blue button in top right).
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