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Promoting Active Learning through a Flipped Course Design
| Content Provider | Semantic Scholar |
|---|---|
| Author | Hussey, Heather D. Fleck, Bethany K. B. Richmond, Aaron S. |
| Copyright Year | 2014 |
| 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. |
| Starting Page | 106 |
| Ending Page | 130 |
| Page Count | 25 |
| File Format | PDF HTM / HTML |
| DOI | 10.4018/978-1-4666-4987-3.ch002 |
| Alternate Webpage(s) | http://www.igi-global.com/viewtitlesample.aspx?id=126692&ptid=121166&t=promoting+active+learning+through+a+flipped+course+design |
| Alternate Webpage(s) | https://www.igi-global.com/viewtitlesample.aspx?id=94406&ptid=84096&t=promoting+active+learning+through+a+flipped+course+design |
| Alternate Webpage(s) | https://doi.org/10.4018/978-1-4666-4987-3.ch002 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
