Last week I published an essay on the flipped classroom, arguing that condensation and abstraction might be better descriptions of what happens in such a classroom than flipping. I suggested that the flipped classroom is intimately connected to MOOCs and other educational efficiency measures, and that a truly flipped classroom would work more like a seminar than like an assessment device. Therefore, it would be fundamentally incompatible with the efficiency measures advocated in MOOCs.
Well, it turns out that the history of the flipped classroom concept can be traced back to 2000, when Maureen J. Lage, Glenn J. Platt, and Michael Treglia published an article in Economic Instruction, “Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment.”. And lo and behold, what do we find in this ancestral article but just this conclusion (among others, read the paper!):
Compared with a traditional “chalk and talk” class, it may be that the inverted classroom requires lower student enrollment. One of the strengths of the inverted classroom is the opportunity for faculty-student interaction.