Numerous studies have found that student attention span during most lectures is roughly fifteen minutes and after this period, the number of students paying attention begins to drop off dramatically. This drop-off results in a retention loss of lecture material and can negatively impact learning outcomes. Nevertheless, the traditional didactic lecture is still seen as an efficient, but not necessarily effective, means of teaching large numbers of students. Learners, however, are “constructors of knowledge” in a variety of forms. In particular, they take an active role in forming new understandings and are not just passive receptors. The concept of active learning appeals to this activity in forming new understandings and is generally defined as any instructional method that engages students in the learning process. Traditionally styled didactic lectures may offer little in the way of active learning opportunities due to their physical environment and/or content delivery pressures. The popularity of internet resources such as Youtube and the Kahn academy has shown that readily accessible, short online videos are a valuable resource that can be used to deliver core subject material with the benefit of freeing up the lecture classes to become active learning environments. The ‘flipped’ or ‘inverted’ classroom approach attempts to bring the effectiveness of active learning to the lecture venue by shifting the onus onto students to study the relevant material, which would ordinarily be covered in lectures, at home and in their own time.
