University in Michigan, continues his series on skepticism about flipped learning with a post that explores student resistance. He suggests that student resistance does not have to be permanent even if it’s widespread, and that it’s important to communicate your goals with your students. “If you want to have a class with a stronger emphasis on process, then include process-oriented goals in your learning objectives and discuss those objectives with the students — and discuss why they are objectives.” Talbert concludes that if students are resisting, they are “exactly where you want them. They are primed to learn something about learning, and about the value of learning versus the value of grades.”