Preparing University Students for Flipped Learning

Preparing University Students for Flipped Learning

Linda Cresap (Minot State University, USA)
Copyright: © 2017 |Pages: 22
DOI: 10.4018/978-1-5225-0783-3.ch072
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Abstract

Flipped learning is a pedagogy that emphasizes higher levels of learning by inverting the traditional in-class faculty lecture and information-discovery phase with the typical out-of-class student practice phase through homework activities. In this chapter, the author shares experiences in creating and implementing flipped learning using traditional textbook reading out of class and active learning strategies in class. The initial experience of flipped learning led the author to determine that university students require preparation for flipped learning, especially when students are required to read the textbook as out-of-class preparation and to engage in collaborative activities in class. The purpose of this chapter is to provide strategies for preparing university students for flipped learning. A brief review of the literature related to flipped learning and a look at the author's initial flipped learning experience are reviewed to provide support for the need for student preparation.
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Background

The literature on flipped learning is rapidly expanding as higher education professionals, as well as those at the K-12 level, experiment with this student-focused instructional pedagogy. The following literature review provides a brief discussion of the growth of flipped learning. The definition, benefits, and challenges of flipped learning are also discussed; and reports of research studies regarding student response and student learning improvement to flipped learning are reviewed. Finally, the process of flipped learning, including the design and implementation, are included.

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