Does the flipped classroom model over-estimate students’ self-motivation?

Does the flipped classroom model over-estimate students’ self-motivation?

Reported by EdSurge, the flipped classroom assumes we live in a world where information is abundant and largely free. And in that world, our professors need not be the gatekeepers of the knowledge itself, but of the application and learning processes.

And therefore, couldn’t we save a whole lot of time if students would review the information themselves prior to class, and class time could be a deeper exploration of the material rather than an introduction to it?

The takeaway? This argument appears to be stuck between what could be best and most optimally efficient, and what we can rely on students actually doing on their own. Perhaps the answer lies in the students themselves, vs. a model we can force upon the whole lot?

May you continue to fight the good enrollment growth fight at your institution today, and we’ll see you again tomorrow.

Have an Amazon Alexa-compatible product? Subscribe to our Enrollment Growth Briefing.

Eric Olsen

Eric brings more than a decade of award-winning creative brand development, marketing analytics and higher education experience to Helix Education. Eric is a graduate of Bradley University and earned his MBA at Lewis University.