A quick search online for ‘Flipped Classroom’ results in articles prepared by well-known institutions such as Harvard and Berkeley. The flipped classroom, generally speaking, considers traditional in-class activities such as lectures, to be sub-optimal use of time. In the flipped classroom, the student engages in self directed learning outside of the classroom, and spends in-class time engaging as a group in discussions about the material and so forth.
COVID-19 has undoubtedly accelerated a shift from traditional teaching models and environments. As technology continues to become more accessible to the learner, and instructors adapt to the virtual classroom, the flipped classroom will become more and more prevalent.
Investigations training, particularly interview training, is positioned well to benefit from the flipped classroom model. Instead of having the learner listen to a long in-person lecture about the neuroscience of memory, or theories of information gathering, for example, the learner can listen to prerecorded lectures on the subject, and complete supplementary readings on their own time. The learner will then have the opportunity to allow the theoretical concepts percolate in their minds for a few days, then develop questions and theoretical situations which could be discussed in the classroom. ‘Live’ time with the instructor could then be used for the practical exercises relating to the job, such as role playing, live critique of recorded interviews, and discussing theory in the context of current events.
To prepare for the inevitability of the flipped classroom, I will need to ensure I have the savvy to use technology effectively, and in an engaging manner. In addition, it will be important that I develop self-directed materials for students and trial them, so they can be perfected through long-term use.
https://bokcenter.harvard.edu/flipped-classrooms