Flipping the classroom: it's all the rage! Certainly there are enough data out there to support the case that students learn better in an active learning situation than a straight lecture. So obviously we should all be rushing out to modify our classes to fit a new paradigm, right?
At what cost? Superstar scientist, Meg Duffy, has a post up about flipping an intro bio classroom. Granted, 600 students is a rather extreme case, but the workload realities of this course change are real. It's clear she is seeing benefits of the transition, but it's also clear it is coming at a significant personal cost.
Will it be rewarded?
How does your university reward teaching? Does it? Does it care only for the end-of-semester student evaluations? If so, will flipping the classroom result in better evaluations? I don't know the answer, but I know that there is little correlation between how much the students learn and the tenor of their evaluation of the course.
For people in non-teaching focused institutions considering flipping their classroom, what is the incentive? To me, it is improving the retention of my students. Will that help at promotion time? Will that be recognized as an achievement by The Powers That Be? In many cases advancement is strongly tied to research output and teaching is considered only if the person falls in the "needs improvement zone". Your results may vary.
If using novel strategies to education comes at an enormous personal cost to educators, with little recognition for the effort, then our current incentive structure is unlikely to promote adoption of active learning strategies.