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Instructional Re-design for an Active Flipped Classroom: Two Frameworks Are Better than One

Instructional Re-design for an Active Flipped Classroom: Two Frameworks Are Better than One

Kim A. Hosler
Copyright: © 2017 |Pages: 15
ISBN13: 9781522507833|ISBN10: 1522507833|EISBN13: 9781522507840
DOI: 10.4018/978-1-5225-0783-3.ch023
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MLA

Hosler, Kim A. "Instructional Re-design for an Active Flipped Classroom: Two Frameworks Are Better than One." Blended Learning: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2017, pp. 459-473. https://doi.org/10.4018/978-1-5225-0783-3.ch023

APA

Hosler, K. A. (2017). Instructional Re-design for an Active Flipped Classroom: Two Frameworks Are Better than One. In I. Management Association (Ed.), Blended Learning: Concepts, Methodologies, Tools, and Applications (pp. 459-473). IGI Global. https://doi.org/10.4018/978-1-5225-0783-3.ch023

Chicago

Hosler, Kim A. "Instructional Re-design for an Active Flipped Classroom: Two Frameworks Are Better than One." In Blended Learning: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 459-473. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-0783-3.ch023

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Abstract

The purpose of this chapter is to present and discuss the instructional design process model -- ADDIE, and nine flipped course design principles, which when used in parallel, offer a means to support the development and implementation of a hybrid or flipped classroom. Discussion of the pedagogical terms hybrid, blended, flipped classrooms, and active learning, are followed by an overview of the instructional design process model ADDIE, along with evidenced-based flipped classroom design principles. A partial example of how these two frameworks may be applied to the re-design of a fully online course into a flipped or hybrid course is demonstrated, and emergent design-consideration questions are offered.

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