Good Practice

(Re)Designing Your Course for Flipped and Online Learning

Challenge

Faculty who are thinking about moving their face-to-face course to a partially or fully online environment, may wonder what such a move entails. For instance, how do you

  • engage students in course content?
  • modify activities and assessments for the online environment?
  • manage the process of transforming your course?

Solutions

During an open panel presentation held at the University of Minnesota, faculty members Patricia Schaber (Occupational Therapy), Rand Park (Strategic Management and Leadership), and Annika Moe (Biology), who have transformed their face-to-face courses to flipped or online, shared their motivations, as well as their challenges and successes. Learn about their processes, and the insights they gained.

Why did you redesign your course? And what kinds of adjustments did you have to make?
Note: The video below is a playlist. Click the icon in the upper left corner to view responses from each individual panelist

 


How do you create opportunities for students to interact with classmates and foster rigorous and substantive discussions without classroom time together?
Note: The video below is a playlist. Click the icon in the upper left corner to view responses from each individual panelist



As the instructor, how do you make your presence felt when you're teaching in the online environment?



What are some of the advantages that you've discovered about teaching in an online or flipped environment? What advice do you have for other instructors?

Learning Objectives Addressed

Analyzing
Applying
Creating
Evaluating
Remembering
Understanding