Work

Promoting Active Learning through a Flipped Course Design

Year: 2015

Type: book-chapter

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.

Source: IGI Global eBooks

DOI: 10.4018/978-1-4666-8246-7.ch007

Authors: Heather D. Hussey, Bethany K. B. Fleck, Aaron S. Richmond

Institutions: Northcentral University, Metropolitan State University of Denver

Language: English

Topic: Innovative Teaching Methods

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

OpenAlex ID: W4240400993

FWCI: 2.938

Cites: 49

Cited by: 2

Related to: 10