Promoting Active Learning through a Flipped Course Design
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Authors
Hussey, Heather
Fleck, Bethany
Richmond , Aaron
Issue Date
2014
Type
Book Chapter
Language
en
Keywords
Educational Leadership & Learning Lifelong , Student Success Science
Alternative Title
Abstract
There are numerous ways in which faculty can deliver information in a blended course; however, the question remains as to which information is best suited to online delivery versus face-to-face. The focus of this chapter is on the flipped classroom, including a study in which a psychology statistics class was flipped and students’ statistical knowledge, attitudes toward statistics, and intercultural sensitivity were assessed. In order to understand the theoretical underpinnings of the classroom, the authors examine the flipped structure through Blended Learning Theory, Problem-or-Project-Based Learning Theory, and Cognitive Taxonomy Theory. Advantages and disadvantages to transitioning to such a format as well as applications to other courses and some of the best practices in a flipped course are discussed.
Description
Hussey, H. D., Fleck, B. K., & Richmond, A. S. (2014). Promoting active learning through a flipped course design. In Promoting active learning through the flipped classroom model (pp. 23-46). IGI Global Scientific Publishing.
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