Handbook of Research on Active Learning and the Flipped Classroom Model in the Digital Age

Handbook of Research on Active Learning and the Flipped Classroom Model in the Digital Age

Jared Keengwe (University of North Dakota, USA) and Grace Onchwari (University of North Dakota, USA)
Release Date: November, 2015|Copyright: © 2016 |Pages: 450
ISBN13: 9781466696808|ISBN10: 146669680X|EISBN13: 9781466696815|DOI: 10.4018/978-1-4666-9680-8

Description

The notion of a flipped classroom draws on such concepts as active learning, student engagement, hybrid course design, and course podcasting. The value of a flipped class is in the repurposing of class time into a workshop where students can inquire about lecture content, test their skills in applying knowledge, and interact with one another in hands-on activities.

The Handbook of Research on Active Learning and the Flipped Classroom Model in the Digital Age highlights current research on the latest trends in education with an emphasis on the technologies being used to meet learning objectives. Focusing on teaching strategies, learner engagement, student interaction, and digital tools for learning, this handbook of research is an essential resource for current and future educators, instructional designers, IT specialists, school administrators, and researchers in the field of education.

Topics Covered

The many academic areas covered in this publication include, but are not limited to:

  • Cooperative Learning
  • Educational Technologies
  • Flexible Learning
  • Hybrid Teaching
  • Massive Open Online Courses (MOOCs)
  • Online Learning Environments
  • Teacher education

Reviews and Testimonials

Editors Jared Keengwe and Grace Onchwari present readers with a collection of academic articles and essays that together provide a handbook of contemporary research on the flipped classroom model and active learning in the digital age. The twenty contributions that make up the main body of the text cover understanding flipped instructions and how they work in the real world, instructional re-design for an active flipped classroom, mobile learning as a bridge technology of learner behavior in a flipped classroom model, and several other related subjects.

– ProtoView Reviews

Table of Contents and List of Contributors

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Author(s)/Editor(s) Biography

Jared Sagini Keengwe is a Professor of Education at the University of North Dakota, USA. He is the editor-in-chief of two IGI Global Book Series: Advances in Higher Education and Professional Development (AHEPD) and Advances in Early Childhood and K-12 Education (AECKE). Prof. Keengwe has published over 100 publications in journals, edited books, book chapters, and conference proceedings. His primary research interests focus on mobile technology integration and learner-centered pedagogy in teacher education. Prof. Keengwe’s work was honored with the 2011 UND McDermott Faculty Award for Excellence in Academic Advising. He was also awarded the North Dakota Faculty Spirit Award in recognition of significant contributions to teaching, research, and service, and the 13th Annual Martin Luther King Jr. Award. At the national level, Prof. Keengwe was one of the 10 recipients selected to receive the 2010 American Educational Research Association (AERA) Teacher Education Travel Award. More recently, Prof. Keengwe was a recipient of the 2017 Carnegie African Diaspora Fellowship.
Dr. Grace Onchwari is an Associate Professor in the Department of Teaching and Learning at the University of North Dakota, USA, where she teaches a variety of graduate and undergraduate courses in early childhood education. She is also the coordinator of the early childhood program. Her research focuses on teacher professional development, immigrant children, Head Start, and mentor-coaching. Dr. Onchwari’s academic background includes a postgraduate diploma in education, Masters in child development and early childhood education and a doctoral degree in curriculum instruction with an early childhood education emphasis. Dr. Onchwari has researched and authored articles and book chapters with a focus on these areas. She is also the co-editor of the book titled “Cross-Cultural Considerations in the Education of Young Immigrant Learners.”

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