Flipped vs online teaching

Objective:In the past decade different styles of teaching have been used all across the world. The widespread progress in information technology and the internet has opened the doors to innovative modes of teaching. This paper will evaluate my experiences in teaching introductory level Economics classes in a purely traditional setting, blended/hybrid setting, a flipped setting and a purely online setting. A flipped-style of teaching involves delivering class materials through short videos and lecture notes prior to the class. We in Central Connecticut State University get students who work full time and come from modest backgrounds. The University is open to trying different styles of teaching so as to boost student retention and graduation rates. So a one-size-fits-all policy did not work.

Methods:I taught the same course in different settings. By comparing the various styles of teaching I look at student participation, homework grades and exam grades and further expand the discussion on the advantages of one style over the other.

Results: I find modest evidence of improvement in students’ understanding of course materials by adopting a student-centric approach to classroom teaching by adopting a ‘flipped’ style of teaching. I also freed up classroom lecture time by making lecture materials available prior to class and focusing on those materials that the students were having difficulty understanding. This approach helped with student retention and graduation rates. The online class was really popular with younger students with a busy schedule. They were happy with the flexibility of online classes.  I find evidence of short term and long term benefits of improvement in class material by these pedagogical techniques.