S. Jeff Cold
ABSTRACT
Flipped learning is a general term used to describe several kinds of teaching techniques designed to engage students and inspire deep learning. Flipped learning often means that the lecture is provided in a format available outside of the classroom while the homework or other activities are done in the classroom where students get help from the Instructor or fellow students. [1] When educators decide to start to flip a class, they discover that recording all of the lectures so that they can be streamed online is a daunting task. Many begin by flipping only one or two lectures, creating a partially flipped class to test how well it works. A teaching technique promoted by the National Science Foundation is Process Oriented Guided Inquiry Learning (POGIL). POGIL organizes students into teams of four or five team members. Each team member has a well-defined role to play while the team works through a POGIL activity. IT3510 is an Advanced Linux Administration class where POGIL activities were used as a partially flipped teaching technique. Several lessons were learned about implementing POGIL activities in an upper-division Information Technology (IT) course.
- McCue, R. Flipped Classrooms Benefits - An Overview. City, 2013. http://prezi.com/zuhnbl1smxsg/flipped-classrooms-benefits-an-overview/Google Scholar
- Elements of a Typical POGIL Classroom Activity. The POGIL Project, Lancaster, PA, 2012.Google Scholar
- Straumanis, A. Benefits of Using POGIL, TEDx San Miguelallende, Mexico. City, 2010. http://www.youtube.com/watch?v=XFYVmJYGJe8Google Scholar
- Lave, J. and Wenger, E. Situated learning: Legitimate peripheral participation. Cambridge University Press, New York, NY, 1991.Google ScholarCross Ref
- Nejmeh, B. A. Service-Learning in the Computer and Information Sciences: Practical Applications in Engineering Education. John Wiley & Sons, Inc., Hoboken, NJ, 2012. Google ScholarDigital Library
Index Terms
- Partially flipped: experiences using POGIL
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