Flipped classroom teaching method from the perspective of an Educator

Topic Editors - Lynn V Monrouxe, Chien-Da Huang, Ching-Yi Lee, Edward Jenq, Chung-Hsien Chaou, Ming-Ju Hsieh, Ren-Huei Kenny Fu, Kuo-Chen Liao, Cheng-Ting Hsiao, Kuo-Su Chen, Ching-Yi Lee, Hong-Yi Lai and Liang-Shiou Ou

members of the Chang Gung Medical Education Research Centre

By reversing the traditional learning process of lecture followed by homework, the flipped classroom as a specific educational approach has been linked with the concept of active learning: first students engage with the content of their class via readings or e-learning opportunities (e.g. podcasts, vodcasts, PowerPoints), then later in class they actively engage in their learning by (for example) discussing, debating, connecting and synthesizing the content of their learning. The flipped classroom is not new, but recently there has been a great deal of interest in a range of aspects such as what it comprises, when to engage in it and whether it is efficacious. We read the literature to understand the following questions:

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