Flipping the classroom: Students' perceptions from an introductory sociology course. Issue 3 (1st December 2021)

• Record Type: Journal Article
• Authors: Ward, Ann; Antoine, Aja; Cadge, Wendy
• Is Part Of: Learning and teaching. Volume 14:Issue 3(2021)
• Page Start: 70
• Page End: 90
• Publication Date: 2021-12-01
• Subjects: active learning -- flipped classrooms -- introductory sociology -- remote learning; Social sciences -- Study and teaching (Higher) -- Periodicals; 300.711
• DOI: 10.3167/latiss.2021.140305
• Languages: English
• ISSNs: 1755-2273

Abstract

Abstract: This article describes one approach to flipping an introductory sociology course. To encourage students to practice 'doing' sociology, we designed a flipped classroom that included a 'pay to play' model, small group work and an emphasis on active learning during class time. With this course design, we linked in-class active learning with outside prework so that students could engage with critical sociological concepts and apply those concepts in practice. With this flipped design, the instructors observed that students were deeply engaged with the course topics and expressed positive perceptions of their learning and growth over the semester. As the landscape of university instruction shifts, this course design model may assist instructors looking to foster active and engaged learning remotely.