Promoting Active Learning through a Flipped Course Design

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dc.contributor.authorHussey, Heather
dc.contributor.authorFleck, Bethany
dc.contributor.authorRichmond , Aaron
dc.date.accessioned2025-08-25T21:14:00Z
dc.date.available2025-08-25T21:14:00Z
dc.date.issued2014
dc.descriptionHussey, 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.
dc.description.abstractThere 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.
dc.identifier.urihttps://hdl.handle.net/20.500.11803/4603
dc.language.isoen
dc.publisher.institutionNational University (NU)
dc.subjectEducational Leadership & Learning Lifelong
dc.subjectStudent Success Science
dc.titlePromoting Active Learning through a Flipped Course Design
dc.typeBook Chapter
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