Promoting Active Learning through a Flipped Course Design
Promoting Active Learning through a Flipped Course Design
No Thumbnail Available
Issue Date
2014
Authors
Hussey, Heather
Fleck, Bethany
Richmond , Aaron
Journal Title
Journal ISSN
Volume Title
Publisher
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.
Please contact the NU Library at ir@nu.edu to request the .pdf.
Keywords
Educational Leadership & Learning Lifelong , Student Success Science