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The characteristics and advantages of the “flipped classroom” and of the “blended learning” model

In recent years, many higher education programs have included online courses. Perhaps you have already followed one yourself. Everything happens from a computer connected to the Internet, […]

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In recent years, many higher education programs have included online courses. Perhaps you have already followed one yourself. Everything takes place from a computer connected to the Internet, sometimes with the support of online video clips or on CD-ROM, generally accompanied by a textbook. This is a far cry from traditional education as we know it in our primary and secondary classes. For some, this approach is advantageous because it allows you to progress at your own pace. On the other hand, human contact with the teacher is not there.

David Chartrand taught mathematics at Collège Sainte-Anne-de-Lachine. One fine day, the school provided all its students with laptops. From then on, he noticed that in addition to continuing to be bored in class, they were now browsing (read: wasting time!) On Facebook or other social sites. The observation was already obvious to him: young people are connected, mobile devices are a reality and they are here to stay.

In order to take advantage of the attraction of young people for everything online and multimedia, Mr. Chartrand began producing video content and some written material, which he made available to his students via the Web. He started gradually, one video here, another there. His students were instructed to watch them in the evening and be ready to discuss or demonstrate their application when they arrived in class. If they hadn't done their part of the bargain, they had to watch the clips in class on their cellphones, while the others got ahead. David Chartrand applied the principles of the inverted class.

The typical flipped class takes place as follows: all the lecture part is given electronically (video clips, readings, virtual tours, etc.) and class time is devoted to teamwork, discussions and learning activities. active. The flipped classroom is to make knowledge and theoretical explanations available online so that students can appropriate them at their own pace, and keep maximum availability for them during class time, which will be spent practicing, to practice, develop, experiment. For example, at Calhoun Community College, Alabama, students have one class period per week and the rest is done remotely.

Obviously, this way of doing things is more evident in college or higher settings, when students have a greater degree of autonomy. At the elementary and secondary levels, we often adopt the formula of blended learning (or blended learning), which includes reversed moments and more traditional ones. In fact, the inverted class is above all a philosophy and not a prescription; it can therefore be adapted to each environment, to each context.

Advantages of the flipped classroom:
- Allows the teacher to fulfill his role of guide, above all.
- Increases the availability of the teacher for his students.
- Allows students to progress at their own pace and develop their autonomy.
- Students are more engaged in their learning and seem more motivated.
- They can learn anywhere, anytime (internet access helping, of course!)

Immerse yourself in the world of a flipped classroom by visiting Caroline Hétu's, in French, at Collège-Saint-Anne-de-Lachine by the magic of video.

 

Navigate through the articles in the file:

Intro: Take your first steps towards the flipped classroom
1. The characteristics and advantages of the “inverted class” and of the “mixed model” (blended learning)
2. The tools that make the flipped classroom possible
3. Reverse class: where to start (and other tips of the trade!)
4. Resources on the flipped classroom

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About the Author

Audrey Miller
Audrey Millerhttps://ecolebranchee.com
General manager of École branchée, Audrey holds a graduate degree in educational technologies and a bachelor's degree in public communication. Member of the Order of Excellence in Education of Quebec, she is particularly interested in the professional development of teachers, information in the digital age and media education, while actively creating bridges between the actors of the educational ecosystem since 1999. She is involved these days in particular in Edteq Association and as a member of the ACELF Communications Committee. When she has free time, she is passionate about her children, his rabbits, horses, good wine and... Web programming!

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