Professor joins global flipped learning movement

When college classes meet, the time is traditionally spent learning new topics, usually by a live lecture by the professor. Once the class is over, students are tasked with working through homework and projects that apply the information learned in class.

But, an educational model known as "flipped learning" suggests that this may not be the most effective course structure. 

Flipped learning reverses, or "flips," the common course structure by assigning students activities that introduce new materials before class, which allows them to tackle more difficult learning activities in class when they have the most access to each other and to their instructor.

Robert Talbert, associate professor of mathematics, is at the forefront of a global movement to shift higher education classrooms to the flipped learning model of teaching. Talbert was recently named one of 12 research fellows with the Flipped Learning Global Initiative.

The FLGI is a worldwide coalition of educators, researchers, professional development providers and education leaders who curate and distribute research, and share best practices of flipped learning. The inaugural class consisting of research fellows includes educators from Spain, Taiwan, Istanbul, Australia, China, Mexico and the U.S.

Since arriving at Grand Valley in 2011, Talbert has been designing his courses using the flipped learning ethos.

"The problem with the traditional course structure is that it uses class time on activities that are fairly passive and low-level, such as listening to a lecture and watching a person write on a board," said Talbert. "Students are doing the hardest work outside of class when they have the least access to and the greatest need for help."

In one of his computer science courses, for example, Talbert assigns readings, online videos and basic exercises to students to complete before class, and then spends five-to-10 minutes at the start of each class answering questions from this work. The next 30-40 minutes are dedicated to students working in groups to solve problems, which are then discussed by the entire group.

"We spend class time focusing on the difficult concepts that I wouldn't want to saddle students with to do on their own with no help around," Talbert said. "On the other hand, the basic material is something I do want to give students to learn on their own because some students learn in different ways. That's the time when students need to take their own individualized approach and it works out really well."

While the concept of the "inverted classroom" originated in the early 1990s, two high school chemistry teachers popularized the "flipped classroom" in 2007. Talbert said flipped learning has been practiced widely in K-12 settings for several years now, but only in the past three years has there been interest from instructors in higher education.

"I think teachers around the world today are realizing that a couple of aspects of education have radically changed in the last 10-15 years," Talbert said. "Technology, for example, has advanced to the point where we don't really need to spend so much time in class transferring information since much of the first-contact experience can be done outside of class."

Talbert added that there's also a growing realization that educators should spend more energy teaching students how to solve problems and learn independently, as opposed to simply recording content in class.

"Flipped learning is not always easy for students because it requires them to take responsibility for their learning, but this is a good kind of challenge for students to encounter," said Talbert. "This method of learning helps maintain the high standards of excellence that we already associate with Grand Valley."