You are previewing Handbook of Research on Active Learning and the Flipped Classroom Model in the Digital Age.
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Handbook of Research on Active Learning and the Flipped Classroom Model in the Digital Age

Book Description

The notion of a flipped classroom draws on such concepts as active learning, student engagement, hybrid course design, and course podcasting. The value of a flipped class is in the repurposing of class time into a workshop where students can inquire about lecture content, test their skills in applying knowledge, and interact with one another in hands-on activities. The Handbook of Research on Active Learning and the Flipped Classroom Model in the Digital Age highlights current research on the latest trends in education with an emphasis on the technologies being used to meet learning objectives. Focusing on teaching strategies, learner engagement, student interaction, and digital tools for learning, this handbook of research is an essential resource for current and future educators, instructional designers, IT specialists, school administrators, and researchers in the field of education.

Table of Contents

  1. Cover
  2. Title Page
  3. Copyright Page
  4. Book Series
    1. Mission
    2. Coverage
  5. Editorial Advisory Board and List of Reviewers
    1. Editorial Advisory Board
  6. Foreword
    1. REFERENCES
  7. Preface
    1. REFERENCES
  8. Acknowledgment
  9. Chapter 1: Flipping Learning!
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. METHODOLOGY
    5. CHALLENGES TO FLIPPED LEARNING IN HIGHER EDUCATION
    6. CONCLUSION
    7. REFERENCES
    8. KEY TERMS AND DEFINITIONS
  10. Chapter 2: The Dialogic Nature of Meaning Making within a Hybrid Learning Space
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. PEDAGOGICAL TOOLS: A QUEST TO DEEPEN LEARNING
    5. IMPLICATIONS AND RECOMMENDATIONS
    6. FUTURE RESEARCH DIRECTIONS
    7. CONCLUSION
    8. REFERENCES
    9. KEY TERMS AND DEFINITIONS
  11. Chapter 3: The Continuous and Systematic Study of the College Algebra Flipped Classroom
    1. ABSTRACT
    2. COLLEGE ALGEBRA: AN EDUCATIONAL MATH PROBLEM
    3. THE FLIPPED COLLEGE CLASSROOM AS A PEDAGOGICAL PRACTICE
    4. THE FLIPPED CLASSROOM TEACHING MODEL
    5. SYSTEMATIC STUDY OF A COLLEGE ALGEBRA FLIPPED CLASSROOM
    6. FINDINGS
    7. GUIDELINES FOR ALGEBRA TEACHING
    8. FUTURE RESEARCH DIRECTIONS AND CONCLUSION
    9. REFERENCES
    10. KEY TERMS AND DEFINITIONS
  12. Chapter 4: Understanding Flipped Instructions and How They Work In the Real World
    1. ABSTRACT
    2. INTRODUCTION
    3. WHAT IS A FLIPPED CLASSROOM?
    4. WHAT DOES THE LITERATURE SAY ABOUT FLIPPED CLASSES?
    5. HOW TO FLIP: THE MENTAL AND PHYSICAL RESOURCES NEEDED TO SUCCEED
    6. CHALLENGES TO FLIPPED CLASS SESSIONS
    7. CONCLUSION
    8. REFERENCES
    9. KEY TERMS AND DEFINITIONS
  13. Chapter 5: Instructional Re-design for an Active Flipped Classroom
    1. ABSTRACT
    2. INTRODUCTION
    3. UNDERSTANDING HYBRID, BLENDED, AND FLIPPED
    4. INSTRUCTIONAL DESIGN (ID): TWO FRAMEWORKS
    5. ACTIVE LEARNING CONSIDERATIONS
    6. RE-DESIGNING FOR A FLIPPED LEARNING ENVIRONMENT
    7. FLIPPING DISCUSSIONS
    8. RE-DESIGN QUESTIONS AND CONSIDERATIONS
    9. FINAL THOUGHTS
    10. REFERENCES
    11. KEY TERMS AND DEFINITIONS
  14. Chapter 6: Mobile Learning
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. METHODOLOGY FOR MOBILE LEARNING WITH FLIPPED INSTRUCTIONS
    5. RESULTS FROM EXPERIMENTS CONDUCTED
    6. SOLUTIONS AND RECOMMENDATIONS
    7. CONCLUSION
    8. REFERENCES
    9. ADDITIONAL READING
    10. KEY TERMS AND DEFINITIONS
  15. Chapter 7: A Professional Development Framework for the Flipped Classroom Model
    1. ABSTRACT
    2. INTRODUCTION
    3. DEFINING THE FLIPPED CLASSROOM (FC) MODEL
    4. DEVELOPMENT AND IMPLEMENTATION OF THE FCM PROFESSIONAL DEVELOPMENT FRAMEWORK
    5. CASE STUDIES: EXAMPLES OF BEST PRACTICES WITHIN A FLIPPED CLASSROOM MODEL FRAMEWORK
    6. CONSIDERATIONS WHEN CONDUCTING PROFESSIONAL DEVELOPMENT UTILIZING THE FLIPPED CLASSROOM (FC) MODEL
    7. CONCLUSION
    8. REFERENCES
    9. KEY TERMS AND DEFINITIONS
  16. Chapter 8: Faculty Perspectives of Technology-Enhanced Course Redesign
    1. ABSTRACT
    2. INTRODUCTION
    3. COURSE REDESIGN: A THEORETICAL PERSPECTIVE
    4. TPACK AND TECHNOLOGICALLY-ENHANCED COURSE REDESIGN: FOUR COMPONENTS
    5. ONLINE COURSE DELIVERY
    6. ASSESSMENT OF ONLINE LEARNING
    7. FACULTY AND STUDENT ROLES IN ONLINE LEARNING
    8. CONCLUSION
    9. REFERENCES
    10. KEY TERMS AND DEFINITIONS
  17. Chapter 9: An Integral Approach to Active Learning in Mathematics
    1. ABSTRACT
    2. INTRODUCTION
    3. PROBLEM AND CONTEXT: LEARNING SCHOOL MATHEMATICS
    4. CONSIDERING THREE THEORETICAL MODELS
    5. USING INTEGRAL THEORY TO RE-ANALYZE THE LEARNING OF A STUDENT
    6. CONCLUSION
    7. REFERENCES
    8. KEY TERMS AND DEFINITIONS
    9. ENDNOTES
  18. Chapter 10: Integration of Multiple Web 2.0 Tools and Student Task Completion in Two Educational Technology Classes
    1. ABSTRACT
    2. INTRODUCTION
    3. LITERATURE REVIEW
    4. METHODOLOGY
    5. FINDINGS
    6. DISCUSSIONS
    7. CONCLUSION AND RECOMMENDATIONS FOR FUTURE RESEARCH
    8. REFERENCES
    9. KEY TERMS AND DEFINITIONS
  19. Chapter 11: Effective Feedback in Online Learning
    1. ABSTRACT
    2. INTRODUCTION
    3. DEFINING FEEDBACK
    4. ASSESSMENT
    5. FEEDBACK
    6. FEEDBACK FOR ONLINE LEARNING
    7. CONCLUSION
    8. REFERENCES
    9. KEY TERMS AND DEFINITIONS
  20. Chapter 12: Enhancing Active Learning Pedagogy through Online Collaborative Learning
    1. ABSTRACT
    2. INTRODUCTION
    3. COLLABORATIVE LEARNING
    4. ONLINE COLLABORATIVE LEARNING
    5. FLIPPED CLASSROOM
    6. ONLINE COLLABORATIVE LEARNING AND THE FLIPPED CLASSROOM
    7. RECOMMENDATIONS
    8. FUTURE RESEARCH DIRECTIONS
    9. CONCLUSION
    10. REFERENCES
    11. KEY TERMS AND DEFINITIONS
  21. Chapter 13: Strategies to Promote Pedagogical Knowledge Interplay with Technology
    1. ABSTRACT
    2. INTRODUCTION
    3. RESEARCH STUDY
    4. RESEARCH METHODS
    5. RESEARCH FINDINGS
    6. DISCUSSION
    7. REFERENCES
    8. KEY TERMS AND DEFINITIONS
  22. Chapter 14: Employing Active Learning and the Flipped Classroom Model in Developing Countries
    1. ABSTRACT
    2. INTRODUCTION
    3. POTENTIAL OF FLIPPED LEARNING
    4. MODELS OF ACTIVE AND FLIPPED LEARNING
    5. NEW DIMENSIONS
    6. OPPORTUNITIES
    7. THE ROLES AND RESPONSIBILITIES OF EMPLOYMENT
    8. CHALLENGES AND ISSUES
    9. FUTURE DIRECTIONS AND RECOMMENDATIONS
    10. CONCLUSION
    11. REFERENCES
    12. KEY TERMS AND DEFINITIONS
  23. Chapter 15: Blending Digital Content in Teacher Education Programs
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. FRAMEWORK FOR DESIGNING INSTRUCTIONAL TASKS FOR PRESERVICE TEACHERS
    5. FUTURE RESEARCH DIRECTIONS
    6. CONCLUSION
    7. REFERENCES
    8. ADDITIONAL READING
    9. KEY TERMS AND DEFINITIONS
    10. APPENDIX A: GRAPHIC ORGANIZER FOR RECORDED LECTURE
    11. APPENDIX B: GRADING RUBRIC FOR BLOG
  24. Chapter 16: Innovative Instruction in STEM Education
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. A FLIPPED CLASSROOM APPROACH TO STEM INSTRUCTION
    5. FUTURE RESEARCH DIRECTIONS
    6. CONCLUSION
    7. REFERENCES
    8. ADDITIONAL READING
    9. KEY TERMS AND DEFINITIONS
    10. ENDNOTE
  25. Chapter 17: Challenges and Opportunities for Active and Hybrid Learning related to UNESCO Post 2015
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. NEW MODES OF LEARNING IN THE DIGITAL ERA
    5. QUALITY IN OPEN ONLINE LEARNING
    6. LEARNERS ORCHESTRATING THEIR OWN LEARNING
    7. CHALLENGES AND OPPORTUNITIES FOR ACTIVE LEARNING AND HYBRID LEARNING
    8. ROLE TRANSFER; ROLES OF TEACHERS AND STUDENTS
    9. FUTURE RESEARCH DIRECTIONS
    10. CONCLUSION
    11. REFERENCES
    12. KEY TERMS AND DEFINITIONS
  26. Chapter 18: Challenges in Implementing the Flipped Classroom Model in Higher Education
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. CHALLENGES IN IMPLEMENTING THE FLIPPED CLASSROOM MODEL
    5. A CASE STUDY FROM ONE UNIVERSITY THAT ADRESSES SOME PEDAGOGICAL CHALLENGES
    6. CONCLUSION
    7. REFERENCES
    8. KEY TERMS AND DEFINITIONS
  27. Chapter 19: Enhancing the Quality of Computer Science Education with MOOCs in Sub-Saharan Africa
    1. ABSTRACT
    2. INTRODUCTION
    3. OBJECTIVES
    4. THE MASSIVE OPEN ONLINE COURSES IN CONTEXT
    5. TEACHING COMPUTER SCIENCE WITH MOOCs
    6. CHALLENGES OF IMPLEMENTING MOOCS IN SUB-SAHARAN AFRICA
    7. SUGGESTION FOR FUTURE DIRECTIONS
    8. CONCLUSION
    9. REFERENCES
    10. KEY TERMS AND DEFINITIONS
  28. Chapter 20: Designing a cMOOC for Lecturer Professional Development in the 21st Century
    1. ABSTRACT
    2. INTRODUCTION
    3. THEORETICAL FOUNDATIONS
    4. A FRAMEWORK FOR CREATIVE PEDAGOGIES
    5. DESIGNING A MOBILE SOCIAL MEDIA LEARNING TECHNOLOGIES CMOOC
    6. DISCUSSION
    7. CONCLUSION
    8. REFERENCES
    9. KEY TERMS AND DEFINITIONS
  29. Compilation of References
  30. About the Contributors