The University should begin to experiment with the flipped classroom method in subject areas that lend themselves to this style of learning.
The method, which enables students to watch video lectures at their own pace out of class while working through questions and problems in class with their professors, has taken off nationwide in the last few years.
The flipped classroom does not force more work on students; it simply enables them to learn at their own pace and take control of their education.
At a public school as large as UNC, it can be easy for students to get lost in the shuffle. This method moves away from a one-size-fits-all classroom setting into a more personalized education, which could give UNC some of the benefits of smaller schools.
Many critics would argue that the online lectures make it difficult for students to communicate with their professors during the lecture if any questions arise.
This can be offset by online discussion boards that would enable students to communicate with each other and with their teachers. Although this communication would not be as immediate as in a classroom setting, it would serve as a serviceable replacement.
Additionally, the flipped classroom method also increases the in-person time that teachers can spend interacting with individual students, which personalizes the education experience, leading to more effective learning.
While faculty should certainly be encouraged to experiment with it, this teaching technique simply does not work for all courses — or all students.
Professors looking to try the technique should give notice on ConnectCarolina to students, ensuring that none unsuspectingly enroll in an unconventional learning environment without fair warning.
