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What is Flipped Classroom

Chapter 22
Handbook of Research on Teacher Education in the Digital Age
An instructional model where students watch video instruction or engage in online learning activities meant for whole-group consumption on their own time, opening class time to individual support and higher level engagement with the concept.
Published in Chapter:
Evolving Pedagogy and Practice: The 1:1 Mathematics Classroom through a TPACK Lens
Susan Hennessey (University of Vermont, USA), Mark W. Olofson (University of Vermont, USA), Meredith J. C. Swallow (University of Vermont, USA), and John M. Downes (University of Vermont, USA)
Copyright: © 2015 |Pages: 27
DOI: 10.4018/978-1-4666-8403-4.ch022
Abstract
This chapter presents qualitative research describing the pedagogy of middle grades mathematics teachers who participated in professional development in conjunction with classroom integration of 1:1 technology. Through a multiple-case study design, the expression and development of teacher pedagogy that occurred as teachers created self-designed action research projects grounded in pedagogical goals is illustrated. The use of action research in these four case studies as a vehicle for professional growth and as a reflective evaluation tool is discussed. When viewed through the lens of the TPACK framework (Mishra & Koehler, 2006), data suggest a technology-mediated shift in pedagogy in the area of differentiation in instruction and assessment in mathematics classrooms. Future implications regarding technology integration, professional development programs, and the use of the TPACK as a descriptive tool are considered.
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More Results
Chapter 7
The Gamification in Online Environments in the Context of the Flipped Classroom
In the implementation of the teaching methodology of the Flipped Classroom, it has the figurative sense of inverting the student's activity, in which homework is performed first and then the face-to-face class.
Published in Chapter: The Gamification in Online Environments in the Context of the Flipped Classroom; From: Online Distance Learning Course Design and Multimedia in E-Learning
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Chapter 5
Blending Creative Drama and Computer-Supported Collaborative Learning for Socioscientific Argumentation
A blended teaching/learning approach where students learn course content online and practice it in a face-to-face learning environment.
Published in Chapter: Blending Creative Drama and Computer-Supported Collaborative Learning for Socioscientific Argumentation; From: Socioscientific Issues-Based Instruction for Scientific Literacy Development
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Chapter 8
An Emerging Trend in Online Instruction: E-Flipped Classroom
It is a blended learning approach in which students come to the classroom having knowledge of the course topic, and instructors carry out collaborative student-centric activities in the classroom rather than lecturing the course topics ( Bergmann & Sams, 2012 ).
Published in Chapter: An Emerging Trend in Online Instruction: E-Flipped Classroom; From: Handbook of Research on Managing and Designing Online Courses in Synchronous and Asynchronous Environments
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Chapter 22
Methods and Strategies in Using Digital Literacy in Media and the Arts
A type of instruction in which online content is combined with traditional content in a manner that is the reverse of traditional instruction; content is delivered outside the class, and worked on in class.
Published in Chapter: Methods and Strategies in Using Digital Literacy in Media and the Arts; From: Handbook of Research on Media Literacy in the Digital Age
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Chapter 128
Learner Engagement in Blended Learning
An instructional approach where initial instruction in course curricula occurs prior to the face-to-face meeting and application activities occur in class so that the instructor is present to guide and provide feedback.
Published in Chapter: Learner Engagement in Blended Learning; From: Encyclopedia of Information Science and Technology, Fourth Edition
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Chapter 6
Flipping the Post-COVID Online Classroom in a Professional Development Program at the Namibia University of Science and Technology
Study material is uploaded on an online platform whereby students are expected to engage in the content before the in-person or online class session resulting in deeper engagement and higher order learning during the contact session.
Published in Chapter: Flipping the Post-COVID Online Classroom in a Professional Development Program at the Namibia University of Science and Technology; From: Handbook of Research on Transformative and Innovative Pedagogies in Education
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Chapter 10
The Impact of the Flipped Classroom on Students' Academic Achievements in Secondary Schools
One of the latest eLearning model that sets out to reverse the role of teaching with homework, whereby learners would typically digest new educational content outside their classroom. Teachers would then use their classroom sessions to allow learners to apply the information learned through a series of practical assignments.
Published in Chapter: The Impact of the Flipped Classroom on Students' Academic Achievements in Secondary Schools; From: Toward Sustainability Through Digital Technologies and Practices in the Eurasian Region
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Chapter 9
Using Technology to Enhance Student Engagement in STEM Subjects in Higher Education
a situation where students learn in a blended way at home online and also in face-to-face classes.
Published in Chapter: Using Technology to Enhance Student Engagement in STEM Subjects in Higher Education; From: Technology Integration and Transformation in STEM Classrooms
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Chapter 17
The Effectiveness of Gamification on Student Engagement, Learning Outcomes, and Learning Experiences
A term that recently gains prominence because of new innovations in instruction technologies to allow the instructor to offer online resources and to gamify a class to allow students to learn actively. Its application implies that learning will go beyond the traditional classroom and students can learn at their own pace, before each face-to-face lecture, and to personalize their own learning experiences.
Published in Chapter: The Effectiveness of Gamification on Student Engagement, Learning Outcomes, and Learning Experiences; From: Handbook of Research on Creating Meaningful Experiences in Online Courses
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Chapter 7
Technology Integration in English Language Education: An Evolving Paradigm
A pedagogical model where students engage with instructional content online before class, and class time is dedicated to interactive activities, discussions, and collaborative work.
Published in Chapter: Technology Integration in English Language Education: An Evolving Paradigm; From: Exploring Contemporary English Language Education Practices
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Chapter 11
Student-Centered Approach and Active Learning in Business Education: The Irish Experience
An approach to learning in which students engage with the learning material before the class, with classroom discussion focusing on clarification and further analysis.
Published in Chapter: Student-Centered Approach and Active Learning in Business Education: The Irish Experience; From: Fostering Meaningful Learning Experiences Through Student Engagement
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Chapter 44
Engaging Students in a Large Classroom and Distance Environment
Focuses on delivering content externally to students who then attend class to discuss that content.
Published in Chapter: Engaging Students in a Large Classroom and Distance Environment; From: Handbook of Research on Teaching and Learning in K-20 Education
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Chapter 16
Innovative Instruction in STEM Education: The Role of Student Feedback in the Development of a Flipped Classroom
Education practice that makes use of electronic resources (videos, online lectures, PowerPoint slides, podcasts, etc.) to provide concept and theory outside of class time, in order to free time spent in class for concept application and experiential learning.
Published in Chapter: Innovative Instruction in STEM Education: The Role of Student Feedback in the Development of a Flipped Classroom; From: Handbook of Research on Active Learning and the Flipped Classroom Model in the Digital Age
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Chapter 4
Hybridization-Based Courses Consolidated through LMS and PLE Leading to a New Co-Creation of Learning: Changing All Actors' Behavior for Efficiency
Is part of blended learning with asynchronous and synchronous activities. First, the students study topics. Secondly, in the classroom they apply the knowledge by solving problems during tutored activities; they learn by doing and by interactions with others. Several pedagogical means are used leading to a hybridization of courses.
Published in Chapter: Hybridization-Based Courses Consolidated through LMS and PLE Leading to a New Co-Creation of Learning: Changing All Actors' Behavior for Efficiency; From: Handbook of Research on Applied E-Learning in Engineering and Architecture Education
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Chapter 13
Blended Learning Factors in Education 4.0: Application and Future Perspectives
In a flipped classroom, students learn new material at home through online lectures, videos, or readings. Then, they come to class to work on problems and projects with their classmates and teacher.
Published in Chapter: Blended Learning Factors in Education 4.0: Application and Future Perspectives; From: Examining Information Literacy in Academic Libraries
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Chapter 13
Calculus 1 Course Comparison: Online/Blended or Flipped?
A classroom model where the typical elements are reversed. The students watch lecture videos at home, and classroom time is dedicated to working on projects to reinforce the lecture material.
Published in Chapter: Calculus 1 Course Comparison: Online/Blended or Flipped?; From: Handbook of Research on Blended Learning Pedagogies and Professional Development in Higher Education
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Chapter 2
Professional Development Course for Online Teaching and the Production and Use of Instructor-Produced Video
A form of blended learning where instruction is delivered online primarily through the use of video and other activities, while a F2F class session is devoted to active learning tasks.
Published in Chapter: Professional Development Course for Online Teaching and the Production and Use of Instructor-Produced Video; From: Handbook of Research on Virtual Training and Mentoring of Online Instructors
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Chapter 6
Pedagogical Creativity as a Means of Inclusion in Primary School: Experiences of Distance Learning During the Pandemic in Italy
A type of blended learning where students are introduced to contents at home (usually through videos properly prepared or selected by the teacher) and practice, discuss and deepen working together in class.
Published in Chapter: Pedagogical Creativity as a Means of Inclusion in Primary School: Experiences of Distance Learning During the Pandemic in Italy; From: Creativity as Progressive Pedagogy: Examinations Into Culture, Performance, and Challenges
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Chapter 11
Integrating MOOCs in Higher Education: Procedures and Tools for a Mutual Commitment to Quality
“ A method of teaching in which students study new material at home, for example with videos or over the Internet, and then discuss and practise it with teachers in class, instead of the usual method where teachers present new material in school and students practise at home.” (Oxford Advanced Learner's Dictionary)
Published in Chapter: Integrating MOOCs in Higher Education: Procedures and Tools for a Mutual Commitment to Quality; From: Handbook of Research on Operational Quality Assurance in Higher Education for Life-Long Learning
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Chapter 5
Disruptive Methodologies and Cross-Curricular Competencies for a Training Adapted to New Professional Profiles: The Undergraduate Program in Translation and Interpreting
This is a methodology based in combining face-to-face interaction with instructional content delivered online and, normally, outside the classroom.
Published in Chapter: Disruptive Methodologies and Cross-Curricular Competencies for a Training Adapted to New Professional Profiles: The Undergraduate Program in Translation and Interpreting; From: Enhancing Learning Design for Innovative Teaching in Higher Education
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Chapter 7
Distributed Cognition: Teachers' Perceptions and Implications for Learning Outcomes and Instructional Technology
In a flipped classroom, a teacher prepares content material for students to study as homework, and then during class supports their learning with interactive materials and support ( Boss & Krauss, 2014 ).
Published in Chapter: Distributed Cognition: Teachers' Perceptions and Implications for Learning Outcomes and Instructional Technology; From: Handbook of Research on Learning Outcomes and Opportunities in the Digital Age
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Chapter 13
Best Teaching and Technology Practices for the Hybrid Flipped College Classroom
Inverting classroom activities and online instruction, in which online provides students with instruction (usually video) and supporting tasks, while the F2F setting instructors address student needs and online task performance.
Published in Chapter: Best Teaching and Technology Practices for the Hybrid Flipped College Classroom; From: Handbook of Research on Innovative Pedagogies and Technologies for Online Learning in Higher Education
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Chapter 8
The Combination of Flipped Classroom and ICTs Towards Effective Instruction in an EFL Environment
A flipped classroom is a pedagogical model that flips traditional lectures and homework. The traditional lecture is viewed at home before class, and homework activities are done in the classroom with the instructor present to guide students in their endeavours.
Published in Chapter: The Combination of Flipped Classroom and ICTs Towards Effective Instruction in an EFL Environment; From: Navigating Innovative Technologies and Intelligent Systems in Modern Education
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Chapter 5
Mobile Technology and Learning
An instructional method that involves moving lecture content outside of the classroom and using active learning techniques during class time.
Published in Chapter: Mobile Technology and Learning; From: Handbook of Research on Human Development in the Digital Age
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Chapter 7
Microlearning in Physics Teaching: An Innovative Proposal
Is a methodology that proposes that students study and prepare the lessons outside the classroom, accessing the contents of the subjects at home so that, afterwards, it is in the classroom where they do their homework, interact and carry out more participatory activities (analysing ideas, debates, group work, etc.). All of this is strongly supported by new technologies and with a teacher acting as a guide.
Published in Chapter: Microlearning in Physics Teaching: An Innovative Proposal; From: Advancing STEM Education and Innovation in a Time of Distance Learning
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Chapter 14
What the Flip: Embracing Flipped Learning as a Mediated Approach in Teacher Education
In its simplest form, this approach to instruction allows educators to invert the class design such that what would typically be done as “homework” is completed during class time while students digest lectures and mini lessons outside of class meetings.
Published in Chapter: What the Flip: Embracing Flipped Learning as a Mediated Approach in Teacher Education; From: Shifting to Online Learning Through Faculty Collaborative Support
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Chapter 3
Reflections of Faculty Teaching Online During the COVID-19 Pandemic
Is an instructional method which focuses on student engagement and active learning during in-class time. Students watch online lectures, collaborate online for discussions and research projects, in the process assimilating new information and knowledge.
Published in Chapter: Reflections of Faculty Teaching Online During the COVID-19 Pandemic; From: Handbook of Research on Inequities in Online Education During Global Crises
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Chapter 6
Four Barriers to Facilitating 21st Century Competencies Through Digitalization
An instructional approach that uses technology as a means for students to construct knowledge through student-centered tasks, with the teacher in the role of a facilitator.
Published in Chapter: Four Barriers to Facilitating 21st Century Competencies Through Digitalization; From: Handbook of Research on Barriers for Teaching 21st-Century Competencies and the Impact of Digitalization
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Chapter 8
Intentional Use of Digital Technology in Graduate Epidemiology Education
A course in which the traditional lecture portion is completed at home and the homework portion is completed in class.
Published in Chapter: Intentional Use of Digital Technology in Graduate Epidemiology Education; From: Cases on Digital Learning and Teaching Transformations in Higher Education
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Chapter 5
Virtual Simulation: A Flipped Classroom Teaching Tool for Healthcare Education
A teaching methodology whereby instructors pre-assign material and utilize classroom time for active and immersive learning experiences as an alternative to the traditional, podium-based lecture.
Published in Chapter: Virtual Simulation: A Flipped Classroom Teaching Tool for Healthcare Education; From: Emerging Advancements for Virtual and Augmented Reality in Healthcare
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Chapter 2
Re-Educating the Educators: Collaborative 3D Printing Education
This is a teaching methodology that encourages students to access lecture material outside of class, devoting class time to hands-on problem solving and the application of knowledge. The teacher’s role shifts to that of a facilitator, and collaborative learning and problem-based learning are important features of the flipped classroom.
Published in Chapter: Re-Educating the Educators: Collaborative 3D Printing Education; From: Interdisciplinary and International Perspectives on 3D Printing in Education
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Chapter 6
Blended Learning and Self-Direction: The Use of E-Forum
Can be considered as a scenario representing blended learning in which the interactions, debates, and collaboration between learners are organised during face-to-face sessions. Targets student-centred learning, various learning activities and uses of digital tools within this learning scenario can differently affect learners’ learning experiences and performances.
Published in Chapter: Blended Learning and Self-Direction: The Use of E-Forum; From: Perspectives on Enhancing Learning Experience Through Digital Strategy in Higher Education
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Chapter 3
A Collaborative Active Learning Model as a Vehicle for Online Team Learning in Higher Education
An instructional method that lessons formerly taught in courses that are studied at home, and assignment is performed in a classroom in cooperation with peers and guided by instructors.
Published in Chapter: A Collaborative Active Learning Model as a Vehicle for Online Team Learning in Higher Education; From: Handbook of Research on Blended Learning Pedagogies and Professional Development in Higher Education
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Chapter 9
Business Education in the USA: Strategic Imperatives in the Age of Disruption
An instructional methodology involving a blended learning focused on student engagement and active learning, giving the instructor a better opportunity to deal with mixed levels, student difficulties, and differentiated learning preferences during in-class time.
Published in Chapter: Business Education in the USA: Strategic Imperatives in the Age of Disruption; From: Enhancing Academic Research and Higher Education With Knowledge Management Principles
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Chapter 1
Questioning Prompts to Examine Blended PK-20 Learning Environments
A form of blended learning where instruction is delivered online primarily through the use of video and other activities, while a F2F class session is devoted to active learning tasks.
Published in Chapter: Questioning Prompts to Examine Blended PK-20 Learning Environments; From: Emerging Techniques and Applications for Blended Learning in K-20 Classrooms
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Chapter 9
Redefining Learning: Harnessing the Power of Flipped Classroom Pedagogy
A teaching approach that reverses traditional lecture and homework elements. Students engage with instructional content at home, fostering active learning during class.
Published in Chapter: Redefining Learning: Harnessing the Power of Flipped Classroom Pedagogy; From: Fostering Pedagogical Innovation Through Effective Instructional Design
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Chapter 10
The Future of Product Design Education Industry 4.0
This is a teaching methodology that encourages students to access lecture material outside of class, devoting class time to hands-on problem solving and the application of knowledge. The teacher’s role shifts to that of a facilitator, and collaborative learning and problem-based learning are important features of the flipped classroom.
Published in Chapter: The Future of Product Design Education Industry 4.0; From: Redesigning Higher Education Initiatives for Industry 4.0
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Chapter 19
Active Learning Strategies in the Flipped Classroom Approach
Is an instructional approach which is designed to increase student engagement and learning by having students complete readings in advance at home and then work on live problem-solving during class time. This pedagogical style moves activities, including those that might have traditionally been considered homework, into the classroom.
Published in Chapter: Active Learning Strategies in the Flipped Classroom Approach; From: Handbook of Research on Facilitating Collaborative Learning Through Digital Content and Learning Technologies
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Chapter 2
Blended Teaching and Learning in Higher Education: Challenges and Opportunities
In a flipped classroom students are introduced to content at home, and practice working through it at school supported by a teacher and/or peers. In this way, traditional roles for each space (home and classroom) are ‘flipped’.
Published in Chapter: Blended Teaching and Learning in Higher Education: Challenges and Opportunities; From: Handbook of Research on Developing a Post-Pandemic Paradigm for Virtual Technologies in Higher Education
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Chapter 18
Road Map for GATE in Creating Innovative Differentiated Approaches to Skill Development
A pedagogical model in which the typical lecture and homework elements of a course are reversed. Short video lectures are viewed by students at home before the class session, while in-class time is devoted to exercises, projects, or discussions.
Published in Chapter: Road Map for GATE in Creating Innovative Differentiated Approaches to Skill Development; From: Identifying, Describing, and Developing Teachers Who Are Gifted and Talented
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Chapter 18
Key Insights From Emergency Remote Teaching (ERT) and Beyond: Looking to the Future
Instructional strategy where the students complete readings or watch videos outside of class hours, and work on live problem-solving or discussion during class time.
Published in Chapter: Key Insights From Emergency Remote Teaching (ERT) and Beyond: Looking to the Future; From: Handbook of Research on Redesigning Teaching, Learning, and Assessment in the Digital Era
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Chapter 11
Learning of English as a Foreign Language and Gifted and Talented Students: The Role of ICT in Educational Innovation
An alternative approach or pedagogical model to the traditional one (instructional, routine and memory-based) which is centered on the student, who inverts the teaching procedures given in the classroom and completes them outside school hours in order to focus in the classroom on more specific, active and enriching tasks that promote other processes, thus allowing it to be combined with inclusive methodologies and educational technology.
Published in Chapter: Learning of English as a Foreign Language and Gifted and Talented Students: The Role of ICT in Educational Innovation; From: Handbook of Research on Bilingual and Intercultural Education
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Chapter 13
Creative Writing of Disinformation Narratives: Teaching Innovation Using Artificial Intelligence
An instructional approach where traditional lecture-based content is delivered to students outside of the classroom, typically through video or online resources, allowing in-class time to be dedicated to interactive activities, discussions, and collaborative learning.
Published in Chapter: Creative Writing of Disinformation Narratives: Teaching Innovation Using Artificial Intelligence; From: New Perspectives in Teaching and Learning With ICTs in Global Higher Education Systems
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Chapter 14
The Interteaching Approach: Enhancing Participation and Critical Thinking
An approach to teaching in which students learn material through online coursework and lectures, with class time used for projects and application of the learned material.
Published in Chapter: The Interteaching Approach: Enhancing Participation and Critical Thinking; From: Handbook of Research on Faculty Development for Digital Teaching and Learning
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Chapter 13
Flipped Classroom: Advanced Issues and Applications
The pedagogical model in which the typical lecture and homework elements of a course are reversed.
Published in Chapter: Flipped Classroom: Advanced Issues and Applications; From: Handbook of Research on Instructional Systems and Educational Technology
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Chapter 6
What Can College Teachers Learn From Students' Experiential Narratives in Hybrid Courses?: A Text Mining Method of Longitudinal Data
An emerging pedagogical concept and practice to refer to a student-centered classroom where course contents are offered online first to allow students to learn at their own pace and outside the classroom. The instructors allocate the face-to-face classroom time for discussions that help students clarify, practice, and enhance their learning outcomes.
Published in Chapter: What Can College Teachers Learn From Students' Experiential Narratives in Hybrid Courses?: A Text Mining Method of Longitudinal Data; From: Theoretical and Practical Approaches to Innovation in Higher Education
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Chapter 2
Learning the Active Way: Creating Interactive Lectures to Promote Student Learning
A common and popular term which is sometimes intertwined with active learning this is where the educator asks the students to complete assigned work such as watch a video or complete a reading prior to attending the class. Often when in class students participate in active learning to help consolidate knowledge.
Published in Chapter: Learning the Active Way: Creating Interactive Lectures to Promote Student Learning; From: Handbook of Research on Pedagogical Models for Next-Generation Teaching and Learning
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Chapter 12
Teaching Critical Thinking Skills to EFL Learners via Micro-Lessons
An approach to teaching in which students are presented with materials for self-study ahead of a class meeting in which group work and instructor feedback supports the learning students have done in preparation for class.
Published in Chapter: Teaching Critical Thinking Skills to EFL Learners via Micro-Lessons; From: Optimizing Education Through Micro-Lessons: Engaging and Adaptive Learning Strategies
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Chapter 4
Understanding Flipped Instructions and How They Work In the Real World
The typical lecture and homework elements of a course are reversed in this pedagogical approach with teaching and learning taking place at home and face-to-face class meetings repurposed for what used to be homework.
Published in Chapter: Understanding Flipped Instructions and How They Work In the Real World; From: Handbook of Research on Active Learning and the Flipped Classroom Model in the Digital Age
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Chapter 11
Modern Technologies Used in Education
A type of blended learning where the teacher gives students material to study at home (accessible online) instead of lecturing and solves problems, presents case studies and gives examples in class instead of giving out homework.
Published in Chapter: Modern Technologies Used in Education; From: Developing Technology Mediation in Learning Environments
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Chapter 7
Flipping Statistics Education: Building Research Self-Efficacy Using Guided Project-Based Learning
An instructional technique in which content is learned outside of class time and is applied during class time.
Published in Chapter: Flipping Statistics Education: Building Research Self-Efficacy Using Guided Project-Based Learning; From: Reshaping Graduate Education Through Innovation and Experiential Learning
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Chapter 5
Shifting to Online Learning Through Cognitive Flexibility
A pedagogical technology encouraging students to study new material first individually at home and then put the newly acquired knowledge to practice in class.
Published in Chapter: Shifting to Online Learning Through Cognitive Flexibility; From: Shifting to Online Learning Through Faculty Collaborative Support
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Chapter 1
Enhanced Student Engagement through Active Learning and Emerging Technologies
A pedagogical model in which lecture and homework are reversed this model.
Published in Chapter: Enhanced Student Engagement through Active Learning and Emerging Technologies; From: Handbook of Research on Educational Technology Integration and Active Learning
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Chapter 1
Business Education in the USA: Evolution, Strategic Disruptors, and Implications
An instructional methodology involving a blended learning focused on student engagement and active learning, giving the instructor a better opportunity to deal with mixed levels, student difficulties, and differentiated learning preferences during in-class time.
Published in Chapter: Business Education in the USA: Evolution, Strategic Disruptors, and Implications; From: Global Trends, Dynamics, and Imperatives for Strategic Development in Business Education in an Age of Disruption
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Chapter 9
The Transformation of an ESL Teacher From the Face-to-Face to the Online Environment
An instructional strategy and a type of blended learning that reverses the traditional learning environment by delivering instructional content, usually online, outside of the classroom where students can access materials via the Internet.
Published in Chapter: The Transformation of an ESL Teacher From the Face-to-Face to the Online Environment; From: Faculty Roles and Changing Expectations in the New Age
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Chapter 18
Instructional Design for Simulations in Special Education Virtual Learning Spaces
Media materials are produced and used at a distance by students while a physical, F2F setting is used instead for student activities and feedback.
Published in Chapter: Instructional Design for Simulations in Special Education Virtual Learning Spaces; From: Handbook of Research on Instructional Systems and Educational Technology
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Chapter 8
Videos or Zoom?: A Flipped Class Approach in PST Online Education
A teaching and learning pedagogy that flips the order of a traditional classroom lesson structure; students learn content in the form of pre-recorded teaching videos or other methods first and then practice their learning in the classroom with teacher guidance.
Published in Chapter: Videos or Zoom?: A Flipped Class Approach in PST Online Education; From: Preparing Pre-Service Teachers to Integrate Technology in K-12 Classrooms: Standards and Best Practices
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Chapter 3
Learning Engagement Activities in Promoting Student Interactions and Perceived Online Learning Experience During the COVID-19 Pandemic
Learning takes place before the physical class. During the physical class, students engage further with the content through collaborative and interactive task or activity.
Published in Chapter: Learning Engagement Activities in Promoting Student Interactions and Perceived Online Learning Experience During the COVID-19 Pandemic; From: Competence-Based Curriculum and E-Learning in Higher Education
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Chapter 8
Developing Instructional Methods
Approach that general utilized modern educational technologies to deliver content so that time in class can be utilized for application of knowledge.
Published in Chapter: Developing Instructional Methods; From: Preparing Agriculture and Agriscience Educators for the Classroom
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Chapter 17
FeedForward With Screencasts
Educational approach in which the students gain their first exposure to new material, at distance and autonomously, before class meetings (e.g., by watching videos at home); and then, during class time, students apply and develop their understanding of the material with the professor’s help and expertise.
Published in Chapter: FeedForward With Screencasts; From: Handbook of Research on Modern Educational Technologies, Applications, and Management
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Chapter 6
Cultivating ILCs in China: A Pathway to Culturally Sustaining and Transformative Education
An instructional approach where traditional homework and lecture dynamics are reversed: students view lectures or read material outside of class and then engage in interactive tasks or discussions in class.
Published in Chapter: Cultivating ILCs in China: A Pathway to Culturally Sustaining and Transformative Education; From: Exploring Meaningful and Sustainable Intentional Learning Communities for P-20 Educators
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Chapter 14
Podcasting as a Tool to Make Online Academic Dissemination More Visible
Is a pedagogical method that modifies the roles of the teacher and student inside and outside the classroom: the master class is moved home, where the student learns the knowledge with videos and other multimedia materials, and the class time is used for practices, team work and other more collaborative dynamics.
Published in Chapter: Podcasting as a Tool to Make Online Academic Dissemination More Visible; From: Improving University Reputation Through Academic Digital Branding
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Chapter 3
Project-Based Learning Through the Flipped Classroom Model
A flipped classroom is an innovative teaching method that turns the standard 'lesson in class' and 'work at home' method on its head, i.e. flipped. It is a form of blended learning that focuses on students actively learning in class through more engagement and exercises or activities.
Published in Chapter: Project-Based Learning Through the Flipped Classroom Model; From: Impactful Classroom Experiences in Elementary Schools: Practices and Policies
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Chapter 19
Improve the Flipped Classroom with Universal Design for Learning
A model for teaching and learning in which what is traditionally thought of as “homework” is performed together during in-class sessions and “lecture” is experienced by students during individual study away from the classroom. Learners encounter new concepts first on their own, and work collaboratively with the instructor and classmates to examine, test, and demonstrate new applications and skills.
Published in Chapter: Improve the Flipped Classroom with Universal Design for Learning; From: Handbook of Research on Innovative Pedagogies and Technologies for Online Learning in Higher Education
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Chapter 3
Expanding the Terrain of Online Higher Education Through Active Blended Learning
A course structure sequenced by students first exploring the content independently through lectures, readings, or other assignments, before coming to a live class to then apply, analyze, debate, or engage in other critical thinking skills utilizing the course content.
Published in Chapter: Expanding the Terrain of Online Higher Education Through Active Blended Learning; From: Cases on Active Blended Learning in Higher Education
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Chapter 14
Reflecting on Self-Reflection: Overcoming the Challenges of Online Teaching in a Romanian School Through Action Research
Students collaborate and solve problems in class, while the bulk of the work that can be done independently is done at home, asynchronously.
Published in Chapter: Reflecting on Self-Reflection: Overcoming the Challenges of Online Teaching in a Romanian School Through Action Research; From: Handbook of Research on the Global Empowerment of Educators and Student Learning Through Action Research
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Chapter 18
Tiny Lessons, Massive Gains: A New Approach to Learning
A pedagogical model in which traditional lecture-based learning is replaced by independent study of foundational content (often delivered through microlessons), allowing class time for interactive discussions and activities.
Published in Chapter: Tiny Lessons, Massive Gains: A New Approach to Learning; From: Optimizing Education Through Micro-Lessons: Engaging and Adaptive Learning Strategies
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Chapter 4
Education in Higher Education: Trends and Challenges – Innovate in School and/or Innovate the School
The study of subjects and contents is done by the student alone before class, afterwards, in the classroom, ask questions, practice exercises and do group activities.
Published in Chapter: Education in Higher Education: Trends and Challenges – Innovate in School and/or Innovate the School; From: Learning Styles and Strategies for Management Students
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Chapter 6
Effectiveness of Transparency in Learning and Teaching (TILT) in Chemistry Courses
A classroom where course material is delivered out-of-class while group work, problem solving, and other active learning methods are carried out during class time.
Published in Chapter: Effectiveness of Transparency in Learning and Teaching (TILT) in Chemistry Courses; From: Integrating Transparency in Learning and Teaching (TILT): An Effective Tool for Providing Equitable Opportunity in Higher Education
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Chapter 15
Evaluation of a Training Program for Trainee Teachers in Active Methodologies for Teaching Social Sciences
Pedagogical model that changes the traditional learning system, since students study and prepare lessons outside of class and, later, in the classroom they do homework, interact and carry out more participatory activities.
Published in Chapter: Evaluation of a Training Program for Trainee Teachers in Active Methodologies for Teaching Social Sciences; From: Cases on Historical Thinking and Gamification in Social Studies and Humanities Education
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Chapter 5
Improving Teachers' Digital Competence to Bridge the Language Gap
Student-centered educational approach that reverses traditional learning environments by delivering partly or completely instructional content online and outside of the classroom.
Published in Chapter: Improving Teachers' Digital Competence to Bridge the Language Gap; From: International Approaches to Bridging the Language Gap
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Chapter 19
Enhancing the Quality of Computer Science Education with MOOCs in Sub-Saharan Africa
A pedagogical model in which the typical lecture and homework elements of a course are reversed. Short video lectures are viewed by students at home before the class session, while in-class time is devoted to exercises, projects, or discussions.
Published in Chapter: Enhancing the Quality of Computer Science Education with MOOCs in Sub-Saharan Africa; From: Handbook of Research on Active Learning and the Flipped Classroom Model in the Digital Age
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Chapter 17
Learning by Doing in 3D Environments: Collaborative Efforts in Second Life and Open Sim
Rather than the teacher using class time to dispense information, that work is done by each student outside of class and may take the form of watching video lectures, listening to podcasts, perusing books and collaborating with.
Published in Chapter: Learning by Doing in 3D Environments: Collaborative Efforts in Second Life and Open Sim; From: Handbook of Research on Collaborative Teaching Practice in Virtual Learning Environments
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Chapter 8
Faculty Perspectives of Technology-Enhanced Course Redesign
An instructional model which inverts traditional teaching methods so that instruction is delivered online outside of class, and traditional homework and practice opportunities occur in the traditional or virtual classroom.
Published in Chapter: Faculty Perspectives of Technology-Enhanced Course Redesign; From: Handbook of Research on Active Learning and the Flipped Classroom Model in the Digital Age
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Chapter 4
Paradigm Shift toward Student Engagement in Technology Mediated Courses
Learn new content online (watching video lectures, reading text, exploring websites) before class and the instructor uses class time for hands-on learning and application of the course content in place of lecture.
Published in Chapter: Paradigm Shift toward Student Engagement in Technology Mediated Courses; From: Handbook of Research on Innovative Technology Integration in Higher Education
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Chapter 9
Teaching With Case Studies in Higher Education
Many instructors in higher education settings ask students to study a subject before coming to class. The assignment may include watching a video or reading an article or a chapter. The instructor expects the student to be prepared to discuss the content or ask questions. Case studies are often presented in this manner, so that group work can begin immediately when students enter the class.
Published in Chapter: Teaching With Case Studies in Higher Education; From: Case Study Methodology in Higher Education
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Chapter 2
Accounting and Finance Students' Perceptions About Active Learning in an Economics-Lecture Classroom
As opposed to traditional lecture, students watch lectures outside of class time, usually via reading or lecture videos, and use class time to do activities.
Published in Chapter: Accounting and Finance Students' Perceptions About Active Learning in an Economics-Lecture Classroom; From: Learning Styles and Strategies for Management Students
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Chapter 16
Use of Generative AI Tools to Facilitate Personalized Learning in the Flipped Classroom
Contrary to the traditional classroom procedure, the exchange of the contents before and during the class in the traditional classroom makes the students change from the passive learning state to the active learning behavior, and the students are the center of the whole learning process.
Published in Chapter: Use of Generative AI Tools to Facilitate Personalized Learning in the Flipped Classroom; From: Transforming Education With Generative AI: Prompt Engineering and Synthetic Content Creation
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Chapter 18
Facilitating Conditions for Hybrid Teaching Among Academics
A commonly adopted, relatively new approach, in blended learning. Content is delivered digitally thus freeing up more time for face-to-face interaction. Flipped classrooms typically do not have traditional lectures.
Published in Chapter: Facilitating Conditions for Hybrid Teaching Among Academics; From: Handbook of Research on Andragogical Leadership and Technology in a Modern World
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Chapter 13
Flipping the Mathematics Instruction: A Critical Overview of Recent Trends in Application
Flipped classroom is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter (The Flipped Learning Network, 2014).
Published in Chapter: Flipping the Mathematics Instruction: A Critical Overview of Recent Trends in Application; From: Handbook of Research on Equity in Computer Science in P-16 Education
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Chapter 1
Flipping Learning!: Challenges in Deploying Online Resources to Flipped Learning in Higher Education
This is a blended learning approach in which the typical lecture and homework elements of a course are reversed, so that lecture time can be devoted to support more interactive, collaborative learning experiences. The Flipped Classroom is a concept made popular in higher education by the work of Daphne Koller, 2011, of Stanford University, although according to Strayer (2012) , there have been earlier references to similar models (classroom flip/ inverted classroom) by Baker, 2000, and Lage, Platt & Treglia, 2000.
Published in Chapter: Flipping Learning!: Challenges in Deploying Online Resources to Flipped Learning in Higher Education; From: Handbook of Research on Active Learning and the Flipped Classroom Model in the Digital Age
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Chapter 8
Preparing Teachers for Mobile Learning Applications Grounded in Research and Pedagogical Frameworks
A pedagogical model in which the traditional lecture is studied outside the classroom via videos or presentations while in-class time is devoted to activities, discussions, or projects.
Published in Chapter: Preparing Teachers for Mobile Learning Applications Grounded in Research and Pedagogical Frameworks; From: Handbook of Research on Mobile Devices and Smart Gadgets in K-12 Education
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Chapter 4
Online Learning: Challenges and Suggestions to Enhance Student Engagement in Higher Education Institutions
The flipped classroom is an instructional model where traditional in-class lectures are replaced with online learning activities, allowing class time to be dedicated to interactive discussions and problem-solving.( Bergmann, J., & Sams, A., 2012 )
Published in Chapter: Online Learning: Challenges and Suggestions to Enhance Student Engagement in Higher Education Institutions; From: Reshaping Entrepreneurial Education Within an Industry 4.0 Context
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Chapter 11
At the Crossroads of Transformative Learning and SoTL: The Flipped Classroom in Teacher Education
A pedagogical approach focused on student-centered learning where students engage in knowledge-transfer activities outside of the classroom, and then actively integrate and assimilate their learning collectively inside the classroom.
Published in Chapter: At the Crossroads of Transformative Learning and SoTL: The Flipped Classroom in Teacher Education; From: Evidence-Based Faculty Development Through the Scholarship of Teaching and Learning (SoTL)
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Chapter 13
Media Ecology and the 21st Century Classroom
A type of hybrid learning in which content is delivered outside the class and is worked on in the class.
Published in Chapter: Media Ecology and the 21st Century Classroom; From: Handbook of Research on Media Literacy in the Digital Age
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Chapter 6
Integrating Technology in the Postgraduate Certificate in Higher Education in Namibia: Is It an Effective Tool for Professional Development?
Also referred to as flipped learning. It is a blended approach to teaching and learning where study material, lectures and articles are made available for students before the class session and allows for learning activities in class to be engaging and to encourage active learning.
Published in Chapter: Integrating Technology in the Postgraduate Certificate in Higher Education in Namibia: Is It an Effective Tool for Professional Development?; From: Handbook of Research on Digital Content, Mobile Learning, and Technology Integration Models in Teacher Education
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Chapter 9
Effective Physical Therapy Education Through Increased Student Engagement
An instructional approach in which traditional learning structures are inverted such that students are introduced to concepts prior to class time, which is then used to deepen students’ understanding of said concept – typically involves an online learning platform.
Published in Chapter: Effective Physical Therapy Education Through Increased Student Engagement; From: Cases on Digital Learning and Teaching Transformations in Higher Education
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Chapter 15
Implementing the Flipped Classroom Model and the CEFR to Enhance Learners' 21st Century Skills: A Practical Framework for English Language Teachers
An example of blended learning, where the students go over assigned materials and resources before the class session with the teacher, freeing up time to replace in-class instruction with other (more creative and collaborative) tasks and activities.
Published in Chapter: Implementing the Flipped Classroom Model and the CEFR to Enhance Learners' 21st Century Skills: A Practical Framework for English Language Teachers; From: Handbook of Research on Teacher and Student Perspectives on the Digital Turn in Education
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Chapter 5
Flip-Game Engineering and Technology Methodology
A methodology that consists of having the students start the learning work outside the classroom, so that class time is used to facilitate and enhance other processes of knowledge acquisition and practical in the classroom.
Published in Chapter: Flip-Game Engineering and Technology Methodology; From: Innovative Trends in Flipped Teaching and Adaptive Learning
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Chapter 3
Building Reflective Practices Through a Digital Literacy Portfolio in an Online Context
An instructional strategy in which online classroom is provided and reviewed outside of the classroom before the face-to-face class takes place.
Published in Chapter: Building Reflective Practices Through a Digital Literacy Portfolio in an Online Context; From: Effective Practices in Online Teacher Preparation for Literacy Educators
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Chapter 3
Improving U.S. College Graduation Rates with Quality Online and Blended Degree Completion Programs: Lessons Learned
Instructional strategy and a type of blended learning that reverses the traditional educational approach by delivering instructional content, often online, outside of the classroom and moves activities, including those that may have traditionally been considered homework, into the classroom. The typical lecture and homework elements of a course are reversed.
Published in Chapter: Improving U.S. College Graduation Rates with Quality Online and Blended Degree Completion Programs: Lessons Learned; From: Handbook of Research on Building, Growing, and Sustaining Quality E-Learning Programs
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Chapter 20
Time Well Spent: Flipped Classrooms and Effective Teaching Practices
A flipped course swaps traditional in-class learning with typical out-of-class learning. For instance, new information is delivered online prior to attending class while activities related to processing and applying the information are completed during class.
Published in Chapter: Time Well Spent: Flipped Classrooms and Effective Teaching Practices; From: Handbook of Research on Fostering Student Engagement With Instructional Technology in Higher Education
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Chapter 240
Current Status and Future Directions of Blended Learning Models
An instructional approach where initial instruction in course curricula occurs prior to the face-to-face meeting and application activities occur in class so that the instructor is present to guide and provide feedback.
Published in Chapter: Current Status and Future Directions of Blended Learning Models; From: Encyclopedia of Information Science and Technology, Third Edition
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Chapter 10
Three Practical Examples of Educational Escape Rooms in ICT Engineering Courses
Flipped classroom is one type of active learning methodology that consists of flipping the traditional timing for in-class and out-of-class activities. More specifically, instead of “passive” classes by professors that are later on practiced and studied by students at home, the idea is that students prepare the theoretical material in advance and use in-class time for practicing it.
Published in Chapter: Three Practical Examples of Educational Escape Rooms in ICT Engineering Courses; From: Learning With Escape Rooms in Higher Education Online Environments
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Chapter 2
To Flip or Not to Flip?: A Case Study on University Engineering Students
A new methodology that invert the out and in-class activities and roles.
Published in Chapter: To Flip or Not to Flip?: A Case Study on University Engineering Students; From: Innovative Trends in Flipped Teaching and Adaptive Learning
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