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Designing a Flipped Classroom in a Higher/Teacher Education Context in the Caribbean

Designing a Flipped Classroom in a Higher/Teacher Education Context in the Caribbean

Jacqueline A. Morris, Ayles-Anne Wilson
Copyright: © 2017 |Pages: 27
ISBN13: 9781522517009|ISBN10: 1522517006|EISBN13: 9781522517016
DOI: 10.4018/978-1-5225-1700-9.ch011
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MLA

Morris, Jacqueline A., and Ayles-Anne Wilson. "Designing a Flipped Classroom in a Higher/Teacher Education Context in the Caribbean." Assessing the Current State of Education in the Caribbean, edited by Charmaine Bissessar, IGI Global, 2017, pp. 262-288. https://doi.org/10.4018/978-1-5225-1700-9.ch011

APA

Morris, J. A. & Wilson, A. (2017). Designing a Flipped Classroom in a Higher/Teacher Education Context in the Caribbean. In C. Bissessar (Ed.), Assessing the Current State of Education in the Caribbean (pp. 262-288). IGI Global. https://doi.org/10.4018/978-1-5225-1700-9.ch011

Chicago

Morris, Jacqueline A., and Ayles-Anne Wilson. "Designing a Flipped Classroom in a Higher/Teacher Education Context in the Caribbean." In Assessing the Current State of Education in the Caribbean, edited by Charmaine Bissessar, 262-288. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-1700-9.ch011

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Abstract

Set in a tertiary level environment for adult learners, the process involved in flipping a classroom is elucidated. This chapter is not a research paper, but rather a primer that can assist the reader to implement the flipped model in their own practice. The chapter sets out to discuss our experiences with Flipped learning in the Caribbean and what we learnt from it. Is it useful in our Caribbean Higher Education context? Will it assist Caribbean students to mastery of their subjects? Benefits can include an increased ability to use active learning strategies, to focus on higher level thinking activities, and to maximise use of faculty-student time. The chapter covers the rationale and theory of the Flipped method, and its positioning in the context of learning strategies. It then covers the instructional design facets of developing a flipped course, including the instructional materials, so that the entire process focuses on structuring the learning experience. It discusses the experiences of the authors in implementing the flipped model in their own practice, and the lessons learned from that experience. The environment necessary to implement the method is discussed, as well as best practices in the use of tools, assessment, evaluation, all drawn from the experiences of the authors.

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