In this paper we report on our experiences of flipping the classroom for three modules delivered to first and second year Mathematics students at the University of the West of England, Bristol. In particular we focus on how using collaborative teaching rooms have supported the flipped classroom. All of the modules described are now delivered in a Technology-Enhanced Active Learning (TEAL) space as opposed to a typical flat teaching room, as was the case previously. This space contains collaborative working pods comprising a plectrum-shaped table and a single large-screen integrated PC. Each pod can seat up to six students. The display on these PCs is flexible; options include reproducing the main podium display, displaying a different pod’s output or each pod having their own individual display. Flipped-style teaching or the flipped classroom has seen a surge in interest recently. This style of teaching is a change to the traditional lecture model used in universities for hundreds of years. In the traditional model the lecturer is in charge of the class and largely dictates the material and pace at which this is delivered. Typically students are then required to work through more challenging material on their own before attending tutorials/problem classes for support. The idea behind the flipped classroom is that students’ initial exposure to material takes place in their own time, so students work through material independently at their own pace before the formal class. Class time may then be used for active learning, where students are able to deepen their understanding of the material, through for example problem-solving, peer instruction and discussion. Enabling students to work with each other is an effective methodology, encouraging students to be active learners by talking through concepts in their own words to each other. We have found that using a TEAL space encourages better small group discussion and peer instruction in class.
Henderson, K., Hobbs, C., & Gwynllyw, R. (2018, September). Use of technology enhanced teaching rooms to support flipped teaching. Paper presented at 12th International Symposium on Advances in Technology Education Nurturing Professionals for Smart Cities: Way Forward for Technology Education, Hong Kong