Redesigning a Large Lecture Course
The principles of learner-centered teaching tell us that students need to interact with the content, with each other, and with the teacher to maximize their learning (Doyle, 2011). It is difficult to facilitate any of these three interactions in a traditional lecture setting with a large class. However, by flipping the classroom and increasing student accountability for learning factual content outside of class time, a traditional large-lecture course can effectively be converted to a small-group discussion course that improves student learning (Ferreri & O'connor, 2013).
The principles of learner-centered teaching tell us that students need to interact with the content, with each other, and with the teacher to maximize their learning (Doyle, 2011). It is difficult to facilitate any of these three interactions in a traditional lecture setting with a large class. However, by flipping the classroom and increasing student accountability for learning factual content outside of class time, a traditional large-lecture course can effectively be converted to a small-group discussion course that improves student learning (Ferreri & O'connor, 2013).