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A Challenge for the Flipped Classroom: Addressing Spatial Divides

A Challenge for the Flipped Classroom: Addressing Spatial Divides

Russell G. Carpenter, Charlie Sweet, Hal Blythe, Rachel Winter, Adam Bunnell
Copyright: © 2015 |Pages: 18
ISBN13: 9781466674646|ISBN10: 1466674644|EISBN13: 9781466674653
DOI: 10.4018/978-1-4666-7464-6.ch008
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MLA

Carpenter, Russell G., et al. "A Challenge for the Flipped Classroom: Addressing Spatial Divides." Implementation and Critical Assessment of the Flipped Classroom Experience, edited by Abigail G. Scheg, IGI Global, 2015, pp. 139-156. https://doi.org/10.4018/978-1-4666-7464-6.ch008

APA

Carpenter, R. G., Sweet, C., Blythe, H., Winter, R., & Bunnell, A. (2015). A Challenge for the Flipped Classroom: Addressing Spatial Divides. In A. Scheg (Ed.), Implementation and Critical Assessment of the Flipped Classroom Experience (pp. 139-156). IGI Global. https://doi.org/10.4018/978-1-4666-7464-6.ch008

Chicago

Carpenter, Russell G., et al. "A Challenge for the Flipped Classroom: Addressing Spatial Divides." In Implementation and Critical Assessment of the Flipped Classroom Experience, edited by Abigail G. Scheg, 139-156. Hershey, PA: IGI Global, 2015. https://doi.org/10.4018/978-1-4666-7464-6.ch008

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Abstract

Many institutions across the United States and internationally have adopted the flipped classroom pedagogical model for its potential to enhance learning and retention by creating interactive classroom environments. While the flipped model has plenty of promise, the technology involved—including access to online videos, readings, and other materials—can be problematic for students on campuses in rural settings. Furthermore, traditional classrooms designed for lecture also inhibit student mobility and flexibility, which complicates the implementation of flipped models. The authors examine the challenges faced by those attempting to incorporate flipped strategies when electronic spaces are intended to supplement physical ones.

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