In an article written by Robert Talbert for The Chronicle of Higher Education, Talbert carefully examines and explains the comments he received in a previous article he had written about the definition of Flipped Learning. He explains, with 6 main points, how and why students are not the problem when it comes to successfully implementing a flipped learning course. Here are just some of his points:
- Mediocre students should not be cast aside and left forgotten. Talbert makes a point that he was a mediocre math student and appreciated the extra time and effort his professors put into him in order for him to succeed.
- Students are not “lazy, dumb, soft, or unwilling to learn…” Talbert uses his students as an example to explain how they work hard to go above and beyond what is expected of them in the course.
- Students should not be viewed as being in conflict with instructors for “the soul of higher education.” Instructors and students need to work together for the benefit of higher education, and the conflict that seems to be apparent would only hinder progress.
For more information, and a full explanation of his 6 points, click here!