A means to document approaches to teaching. Joyce, Weil, and Calhoun (2014) organize teaching across different families in terms of their major learning outcome (e.g., behavioral, cognitive, social, personal).
Published in Chapter:
Best Teaching and Technology Practices for the Hybrid Flipped College Classroom
Lori Ogden (West Virginia University, USA) and Neal Shambaugh (West Virginia University, USA)
Copyright: © 2017
|Pages: 23
DOI: 10.4018/978-1-5225-1851-8.ch013
Abstract
Two cases of the flipped classroom approach, one undergraduate course and one a graduate course, are used to demonstrate the different ways that flipping instruction can occur in both F2F and online courses, thus, extending the notion of hybrid and flipped teaching decisions with F2F and virtual class-rooms. Both cases are summarized in terms of instructional design decisions, the models of teaching framework, and research conducted on the courses. Findings from research conducted on both courses indicate that a flipped classroom approach can enhance the teaching of both F2F and online courses as it provides instructors an opportunity to adapt instruction to meet the individual needs of students. Recommendations, based on this course development work, are provided for undergraduate and graduate courses in terms of access, meaningful activities, and feedback.