The Flipped Classroom and Flexibility at MEF University

This blog post summarises Kenan Dikilitas’ video interview with Paker Dogu Ozdemir on The Flipped Classroom and Flexibility at MEF University. The full video of the conversation can be accessed at https://www.youtube.com/watch?v=YrCHbAUiQUc.

In a recent interview, published in YouTube, with Paker Dogu, an expert in flipped learning practices, we had an insightful conversation innovative teaching and learning at MEF University. Paker Dogu explained how the university is embracing flexibility and flipped classroom principles to enhance teaching and learning.

Paker Dogu serves as the director of the Teaching and Learning Center at MEF University. With a background in language teaching, he has a unique perspective on the application of flipped learning. He has become an expert in this innovative approach over the years. PakerDogu‘s journey into the flipped classroom began when he started working at MEF University which adopted the flipped learning model as a way to provide more self-directed and engaging education.

Implementing Flipped Classroom

MEF University implemented flipped classroom a result of forward-thinking leadership. The university’s president engaged in focus groups with students to understand their needs and preferences. The feedback gathered from these sessions shaped their flipped learning model.The university’s flipped classroom approach focuses on real-world application and adaptability. Paker Dogu emphasizes that the institution aims to develop students’ problem-solving skills and make the learning process critical and reflective.

Designing the Flipped Classroom

MEF University’s approach to designing the flipped classroom involves multiple layers. Faculty members at the institution collaborate with the Teaching and Learning Center to develop flipped classroom standards. These standards provide a framework for designing the flipped classroom experience. The training process is flexible, combining a basic self-paced module with interactive workshops. These workshops involve the analysis and critique of lesson plans based on the standards. Furthermore, one-on-one sessions are conducted to guide instructors in the design of their flipped courses.

Ongoing Support and Feedback

MEF University recognizes the key role of continuous support for instructors who design flipped classroom. Monthly meetings, both at the beginning and midway through the semester, provide instructors with the opportunity to share their experiences and challenges. These meetings help adapt the flipped learning approach to the unique needs of different courses and student groups.

Benefits of Flipped Classroom

Flipped learning at MEF University presents numerous advantages. Students enter the classroom better prepared, more engaged, and motivated, thanks to the pre-class materials they have reviewed. Instructors also benefit from this approach, as they can facilitate more interactive and productive in-class activities. Flipped learning empowers students to contribute actively to discussions and problem-solving in the classroom.

Assessment in Flipped Classroom

MEF University implements a flexible approach to assessment in the flipped learning model. Instructors have the option to assess students either before or after the in-class portion. Assessment components can be integrated into the overall grade, giving students a sense of accountability and involvement.

Challenges and Adaptations

While flipped learning presents several benefits, it is important to recognize that not all students are uniformly enthusiastic about pre-class work. Some students may feel that the pre-exposure materials are time-consuming. To address this, MEF University considers and reforms the total workload and encourages instructors not to overburden students with additional assignments.

Flexibility and Flipped Classroom

MEF University’s approach to flexibility within the flipped classroom model is twofold. First, it ensures that students always have access to learning materials, accommodating different learning preferences and needs. Second, the institution is working on project-based assessments as an alternative to traditional exams, providing students with more flexibility in showcasing their knowledge and skills.

Flexibility from the Student’s Perspective

Students at MEF University have positively responded to the flexibility offered by the flipped classroom model. The ability to access materials and engage with them at their own pace has been well-received. The university’s investment in high-quality, mobile-friendly platforms has made learning more accessible and convenient for students.

The interview with Paker Dogu showcases the innovative and flexible approach to flipped learning in higher education. The University is commitment to creating an efficient, flexible, and adaptable learning environment. By offering accessible materials, ongoing support, and project-based assessments, the university is setting a great example for other higher education institutions.