Thu, September 06, 11:30 am
Short paper (30 minutes)
Andrew Komasinski (Hokkaido University of Education)
This presentation evaluates flipping a university critical thinking class for raising student learning and autonomy. "Flipped" meaning using class time for quizzes, problems, and questions and assigning lectures as homework; "critical thinking" meaning abstract reasoning. Using the affordances model, I compare performance on test questions for flipped and traditional versions to argue that flipping develops learner autonomy in learning. First, it allows students to manage their learning of concepts. Second, it requires them to take responsibility by asking questions when they do not understand. Third, it provides corrective feedback during problem-solving. Finally, suggestions are made for a fully virtual format.