Blended Learning: A Flipped Classroom Experiment

Abstract

Those who thumb the pages of this journal constantly assess why they teach the way they do. They tend not to embrace talismanic explanations of what does and does not work.1 They are instead hunter-gatherers who pursue the many paths leading to what works for them. Perhaps the best they can do is to constantly assess, and reassess, their understanding of how their students learn,2 and what constitutes effective teaching.3 This essay thus addresses one academy member’s seismic shift, after 36 years of traditional Socratic and Problem Method teaching, to a blended learning environment. I sensed that it was time to either retire, or pursue more active learning techniques.4 My first step on this journey was to articulate learning