2 Giving students their first exposure to course content online allows instructors to use classroom time for active learning which promotes deeper disciplinary understanding How Do You Foster Deeper Disciplinary Learning with the “Flipped” Classroom? Angela Bauer, Aeron Haynie In his book, The One World School House, Salman Khan (2012) describes how he created the Khan Academy, a series of free online tutorials, which began simply as attempts to help his niece learn algebra. Significantly, Khan had no teaching background and no allegiance to any specific educational theory. Instead, he worked inductively, first conducting his tutorials on the phone and then later posting short videos on YouTube where he was lim- ited to ten-minute lessons. What he discovered is that students best absorb content when it is delivered in small sections (eighteen minutes is optimal, according to Middendorf and Kalish’s 1996 study of college students’ at- tention spans), that they learn better if the lesson can be self-paced (Tullis and Benjamin 2011), and that contact time is best spent on guided coach- ing (Knight 2007) rather than lecture. Initially, Khan’s success was mostly anecdotal—and based on the increased numbers of students viewing his YouTube videos; however, when the Khan Academy partnered with middle schools in Los Altos, California, students’ math scores improved (Gallagher 2012; Sinha 2011). These are not new ideas but their application to teaching and learning in college courses has only recently gained momentum, largely as a result of the growing availability of instructional technologies and the popularity and convenience of online and hybrid courses. When consid- ering the benefits that are associated with online approaches to teaching and learning such as learning games, convenience, and ease of use (Flynn 2013), many have now raised questions about what the face-to-face class- room delivers that online learning cannot (Bowen 2012). More faculty from across disciplines are turning to the “flipped” class- room as a pedagogical strategy that offers the best of both worlds. The flipped classroom allows for content coverage to take place outside of the classroom, thereby freeing face-to-face classroom time for the involvement of students in active learning strategies that allow them to engage in and NEW DIRECTIONS FOR TEACHING AND LEARNING, no. 151, Fall 2017 © 2017 Wiley Periodicals, Inc. Published online in Wiley Online Library (wileyonlinelibrary.com) • DOI: 10.1002/tl.20247 31