Flipping Large Classrooms: Misadventures with the Space-Time Continuum Colin A. Knapp, Ph.D. Department of Economics.

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Flipping Large Classrooms: Misadventures with the Space-Time Continuum Colin A. Knapp, Ph.D. Department of Economics

A Tale of Two Cities: USAFA -Approx. 400 students per semester -6 – 7 instructors (w/ Course Leader) -+/- 20 sections per semester -18 – 23 students per section -Active learning component possible

A Tale of Two Cities: UF -Approx. 800 students per semester -One instructor (TAs available for grading, office hours, support) -One live section, multiple online sections -Attendance is variable and asynchronous (time of day, weather, topics) -Active learning component possible?

Current Challenges Two aspects of the Flipped Classroom: – Provision of online lecture during “home” time (non-issue) – Provision of active learning during “class” time (multiple issues) Space: Section size matters, scalability of current technology, student engagement Time: If student participation is asynchronous, feedback must be asynchronous

Potential Solutions: Use technology for active learning Space Solutions: – iClicker iClicker – BYOD: Via ResponseVia Response – Learning Catalytics Learning Catalytics Time Solutions: