Gwenna Moss Centre for Teaching Effectiveness

"As Bakary Diallo, a professor from the African Virtual University, reportedly remarked at a recent meeting among international educators at the Massachusetts Institute of Technology, students in other parts of the world have their "own realities," their "own context and culture." It would be absurd to ignore how significantly those realities shape students' participation in our virtual classrooms."

This is a good and realistic look at the experience of an instructor who has flipped their class. Not all negative, but here is some realism: "The problem, I soon discovered, was that nobody told the students they were supposed to hate lectures. They were genuinely disoriented when I didn't spend class time lecturing. Only about 25 percent of them watched the prerecorded lectures before class. As a result, class discussion of content became an exercise in futility. Their comments at the end of the semester made it clear that about two-thirds of them preferred a typical lecture class."

Talk by Valerie Irvine and Dean Crawford at Campus Technology 2013.

"Today the Getty becomes an even more engaged digital citizen, one that shares its collections, research, and knowledge more openly than ever before. We've launched the Open Content Program to share, freely and without restriction, as many of the Getty's digital resources as possible."

While initially aimed at K-12 education, this table absolutely applies to higher education as well.

A university professor relates how teaching fourth-grade helped prepare her for her role in higher education.

"Undergraduates are significantly more likely to major in a field if they have an inspiring and caring faculty member in their introduction to the field. And they are equally likely to write off a field based on a single negative experience with a professor."