“Flipped” Classroom: Benefits Versus Challenges for Communicative Sciences and Disorders Faculty and Students

Abstract

“Flipped” classrooms are rooted in the need to prepare students for the rigors of today's workplace. The model facilitates active, engaged learners, who take responsibility for developing knowledge and skills necessary to be professionally competitive. Implementation defies the traditional culture of education, posing challenges for both instructors and students. This pilot study introduced students in two communication sciences and disorders classes—one undergraduate and one graduate—to the flipped model. Although undergraduate students were significantly more open to online instruction than the graduate students, both groups valued the in-class activities similarly. Students' views of online learning significantly and positively correlated with their openness to enroll in a flipped or blended course. Subjective comments made by both groups of students indicated that they found the format challenging, yet the time dedicated to hands-on activities rather than lecture supported the learning and application of the material as well as provided practice with collaboration. Further research is needed to determine if the flipped classroom significantly improves global skills, content knowledge, and an openness to inquiry in students enrolled in communication sciences and disorders programs.