ABSTRACT
In class, an expert instructor would lecture about a topic in electrical engineering, physics, or mathematics. Students took notes and, possibly, asked questions. The traditional model can, in the right hands, lead to a learning environment in which deep learning is facilitated. Because the traditional model uses class meetings for initial contact with new material and dissemination of related material, with higher-order tasks relegated to the students’ individual spaces, the issues with support for higher-order tasks, time in class for exploration of deep ideas, self-regulation, and healthy professional relationships take root. Direct instruction has many definitions and interpretations. All of the respondents mentioned that they chose flipped learning because they wanted more time in class to focus on higher-level activities in their subject, particularly those activities that involved the application of basic ideas, critical thinking, and problem-solving.
