Promoting Active Learning through the Flipped Classroom Model

Promoting Active Learning through the Flipped Classroom Model

Jared Keengwe (University of North Dakota, USA), Grace Onchwari (University of North Dakota, USA) and James N. Oigara (Canisius College, USA)
Indexed In: SCOPUS
Release Date: January, 2014|Copyright: © 2014 |Pages: 355|DOI: 10.4018/978-1-4666-4987-3
ISBN13: 9781466649873|ISBN10: 1466649879|EISBN13: 9781466649880
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Description

With the integration of technology into education systems, our society has begun to embrace the new approaches we have taken towards transforming traditional learning environments into active learning through questions, collaboration, and discussions.

Promoting Active Learning through the Flipped Classroom Model focuses on an in-depth assessment on strategies and instructional design practices appropriate for the flipped classroom model. Highlighting the benefits, shortcoming, perceptions, and academic results of the flipped classroom model, this book is an essential reference for students, educators, administrators, and researchers interested emerging approach to improving student learning.

Topics Covered

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

  • Active Learning
  • Flipped Classroom Design
  • Flipping STEM Learning
  • Instructional Activities
  • Pedagogy Enhancement
  • Problem-Based Learning
  • Student Learning Support

Table of Contents and List of Contributors

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Author(s)/Editor(s) Biography

Jared Sagini Keengwe is a Professor at the University of North Dakota (UND) and currently serves as the coordinator of the Elementary Education program. 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 several books and over 100 publications in journals and conference proceedings. His research interests focus on digital technology integration and learner-centered pedagogy in teacher education. His work was honored with the UND Foundation/McDermott Faculty Award for Excellence in Academic Advising. He was a recipient of the North Dakota Spirit Faculty Achievement Award in recognition of significant contributions in teaching, research, and service. 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.”
Dr. James Oigara is currently an Associate Professor in the Department of Teacher Education at Canisius College in Buffalo, New York, USA. Dr. Oigara teaches Instructional Technology and Social Studies Methods Courses for pre-service elementary teachers. His primary research interests include integration of emerged and emerging forms of technologies into classroom instruction to enhance active learning. His current research focuses on improving higher education or university teaching through multimedia teaching tools. Dr. Oigara has published over twenty journal articles, book chapters, and conference proceedings.

Indices