N.C. State professors are beginning to utilize “flipped classrooms,” which incorporate an online lecture component so that time in class is dedicated to example problems and group discussions. 

The Distance Education and Learning Technology Applications at N.C. State helps professors integrate the online lecture component into their classrooms. Stacy Gant, director of instructional support services for DELTA, said flipped classrooms are currently a “hot topic” in higher education. 

Anna Howard, an engineering professor, utilizes a flipped classroom for her statics course. She said grades in her classroom have improved significantly since the change. 

“My drop rate has gone down between 3 and 5 percent and my success rate also went up between 3 and 5 percent, so even the people who stay are getting better grades,” Howard said.

Howard said she believes that flipped classrooms benefit students because instructors tailor the materials specifically to student needs. Students can learn to apply their knowledge, and more engaging classroom activities can reduce boredom among both students and instructors, she said.

Howard said she has used a flipped classroom since the spring of 2010. 

 “We have statistical data, and we can show that students in the flipped classroom not only improved in my classroom but had a statistically significant improvement in the next engineering class — dynamics,” Howard said.

Christopher McKittrick, a professor in accounting, said the reason that he began using flipped classrooms was to allow students to interact more with him and to keep them engaged.

McKittrick said he started using a flipped classroom just this semester and is unsure whether it is actually benefitting the students because of his lack of data.

McKittrick said that the idea of a flipped classroom is to assist students in understanding the basic concepts before they come to class, so in class they learn how to apply the knowledge in a real life scenario.

“It gives us an opportunity to do more application in classrooms, and I’m still trying to assess what the results are and where we’re going to from here,” McKittrick said.

McKittrick said having a flipped classroom has helped him to assess whether the students understand the concepts and determine the thought process of the students.

“I can get some immediate feedback by being able to see the students work and determine what concepts they’re getting and what they’re not,” McKittrick said. 

Aaron Riddle, a sophomore in engineering who is currently in Howard’s course, said he feels that a flipped classroom has helped him to understand the material.