Researching the Inverted Classroom

Earlier this month, over 250 members of the University of Toronto teaching and learning community shared their commitment to developing and enhancing their knowledge of effective teaching practices. The 9th Annual Teaching & Learning Symposium at Hart House explored a wide range of ideas, issues and possibilities related to change.

I was fortunate to both participate and moderate presentations in the “Research on Teaching and Learning” sessions, a first for the Symposium, based in large part on the increased interest in scholarly analysis/enquiry into one’s own teaching. In one of these sessions, Micah Stickel (Electrical & Computer Engineering) and Qin Liu (OISE), disseminated results from their three-year study on students’ perceptions of the inverted classroom approach and the effects of this approach on student learning outcomes. The audience had opportunities to discuss the pros and cons of the inverted vs. the ‘traditional’ approach – our small group discussion, for example, highlighted concerns and questions about student buy-in and their commitment to a pre-lecture 30-minute task. But we also felt students benefitted in ‘learning how to learn’ and engaging in high levels of interactivity within class time. Among several lessons shared from this study, Stickel and Liu emphasized that the inverted classroom approach ultimately rests on strong fundamental educational principles and patience – this is a transition for both the instructor and the student.

In line with the views of several faculty presenters and participants I had discussions with during the Symposium, Stickel noted that “as in previous years, this event provided me with an excellent opportunity to gain valuable perspective on my research through formal and informal discussions with colleagues representing a wide array of programs and educational domains.  One of U of T’s great strengths is our breadth and quality of faculty, and this symposium has always been a wonderful way to connect with both.”

(You can view other presenters discussing the benefits of attending the Symposium.)

In the event you missed Micah and Qin’s presentation, their work will also be shared at the December 10th SoTL Network meeting.

These monthly SoTL events and other SoTL activities offered through CTSI (e.g., the SoTL Journal Club) offer a space for peer to peer discussions on myriad teaching and learning topics and issues similar to the research presented at the Symposium. To subscribe to our SoTL list-serv and learn about upcoming events please email Kathleen: k.olmstead@utoronto.ca. If you would like to present your research ideas, ‘work in progress’ or findings to gain feedback from SoTL Network members, please contact me: cora.mccloy@utoronto.ca.

by Cora McCloy, Research Officer & Faculty Liaison, CTSI