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Promoting Active Learning Through the Flipped Classroom Model

Book Description

With the integration of technology into education systems, our society has begun to embrace the new approaches we have taken towards transforming traditional learning environments into active learning through questions, collaboration, and discussions. Promoting Active Learning Through the Flipped Classroom Model focuses on an in-depth assessment on strategies and instructional design practices appropriate for the flipped classroom model. Highlighting the benefits, shortcoming, perceptions, and academic results of the flipped classroom model, this book is an essential reference for students, educators, administrators, and researchers interested emerging approach to improving student learning.

Table of Contents

  1. Cover
  2. Title Page
  3. Copyright Page
  4. Book Series
  5. Editorial Advisory Board and List of Reviewers
    1. Editorial Advisory Board
  6. Foreword
    1. INSTRUCTIONAL INNOVATION
    2. WHY FLIPPING IS INNOVATIVE
    3. WHY FACULTY ARE INTERESTED
    4. DOING SOMETHING WELL
  7. Preface
  8. Acknowledgment
  9. Chapter 1: Preparing to Teach with Flipped Classroom in Teacher Preparation Programs
    1. ABSTRACT
    2. INTRODUCTION
    3. THEORETICAL FOUNDATION
    4. RESEARCH SUPPORTING THE USE OF FLIPPED CLASSROOM
    5. SUGGESTIONS FOR USING FLIPPED CLASSROOM
    6. SUGGESTIONS FOR SUCCESSFULLY USING AND CREATING VISUAL MEDIA
    7. INSTRUCTOR AND LEARNER MOTIVATION TO USE FLIPPED CLASSROOM
    8. CONCLUSION
    9. APPENDIX A
    10. APPENDIX B: SAMPLE VIEWING GUIDE
  10. Chapter 2: Promoting Active Learning through a Flipped Course Design
    1. ABSTRACT
    2. INTRODUCTION
    3. THEORETICAL FOUNDATIONS
    4. LITERATURE REVIEW
    5. FLIPPED PSYCHOLOGY STATISTICS COURSE: A FIELD EXPERIMENT
    6. DISCUSSION
    7. CONCLUSION
  11. Chapter 3: A Teaching Model for the College Algebra Flipped Classroom
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. RESEARCH: STUDYING THE COLLEGE ALGEBRA FLIPPED CLASSROOM
    5. SUGGESTIONS AND RECOMMENDATIONS
    6. FUTURE RESEARCH DIRECTIONS AND CONCLUSION
  12. Chapter 4: A Flipped Classroom Design for Preservice Teacher Training in Assessment
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. FRAMEWORK
    5. METHOD
    6. RESULTS
    7. FUTURE RESEARCH DIRECTIONS AND CONCLUSION
  13. Chapter 5: Triumphs and Tribulations of the Flipped Classroom
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. THE FLIPPED CLASSROOM
    5. GETTING STARTED
    6. FIRST ATTEMPT TO INTRODUCE THE FLIPPED MODEL TO STUDENTS
    7. IF AT FIRST YOU DON’T SUCCEED, TRY, TRY, AND TRY AGAIN
    8. BEST USE OF FACE-TO-FACE TIME
    9. SCREEN CASTING
    10. WHAT INFORMATION COULD STUDENTS GAIN ON THEIR OWN?
    11. CHALLENGES
    12. WHAT HAS CHANGED?
    13. COLLABORATION
    14. CONCLUSION
    15. APPENDIX A
    16. APPENDIX B
  14. Chapter 6: Flipping STEM Learning
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. CASE STUDY
    5. FUTURE RESEARCH IMPLICATIONS
    6. CONCLUSION
  15. Chapter 7: Benefits of the Flipped Classroom Model
    1. ABSTRACT
    2. INTRODUCTION
    3. CONCLUSION
  16. Chapter 8: Flipping the Classroom in a Teacher Education Course
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. FLIPPED CLASSROOM IN HIGHER EDUCATION
    5. METHOD
    6. DATA COLLECTION
    7. FINDINGS
    8. DISCUSSION
    9. UNDERSTANDING FLIPPED CLASSROOM IMPLEMENTATION FOR FACULTY AND STUDENTS
    10. FUTURE RESEARCH DIRECTIONS
    11. CONCLUSION
  17. Chapter 9: Active Learning in the Flipped English Language Arts Classroom
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. FLIPPING THE ELA CLASSROOM
    5. FINDINGS
    6. DISCUSSION
    7. SOLUTIONS AND RECOMMENDATIONS
    8. FUTURE RESEARCH DIRECTIONS
    9. CONCLUSION
  18. Chapter 10: Blend the Lab Course, Flip the Responsibility
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. EXAMPLES OF OTHER COURSES
    5. METHODS
    6. FINDINGS
    7. DISCUSSION
  19. Chapter 11: The Flipped Model in an Advanced Placement United States History Course
    1. ABSTRACT
    2. INTRODUCTION
    3. THE ADVANCED PLACEMENT UNITED STATES HISTORY COURSE
    4. THE DECISION TO FLIP
    5. OPPORTUNITIES FOR EXTENDED LEARNING ACTIVITES
    6. STUDENT SURVEY RESULTS
    7. TECHNOLOGY TOOLS FOR FLIPPING A CLASSROOM
    8. FUTURE RESEARCH DIRECTIONS AND CONCLUSION
  20. Chapter 12: Global Kitchen Project
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. THE STUDY
    5. GLOBAL KITCHEN PROJECT
    6. FINDINGS
    7. LIMITATIONS, FURTHER DISCUSSION AND CONCLUSION
  21. Chapter 13: Using the Flipped Classroom Instructional Approach to Foster a Mathematics-Anxious-Friendly Learning Environment
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. METHOD AND RESEARCH FRAMEWORK
    5. RESEARCH FINDINGS: HERMENEUTIC THEMES
    6. INSTRUCTIONAL IMPLICATIONS INFORMED BY THE HERMENEUTIC THEMES
    7. IMPLEMENTING THE IMPLICATIONS IN THE FLIPPED CLASSROOM INSTRUCTION
    8. CONCLUSION
  22. Chapter 14: Student Rates of Outside Preparation before Class Discussion of New Course Topics
    1. ABSTRACT
    2. INTRODUCTION
    3. THEORETICAL BASIS
    4. CASE STUDY: THE FLIPPED CLASSROOM IN A UNIVERSITY COURSE
    5. SUMMARY AND FUTURE PLANS
  23. Chapter 15: Flipping the Constitutional Law Classroom
    1. ABSTRACT
    2. INTRODUCTION
    3. IMPETUS AND RATIONALE FOR FLIPPING CONSTITUTIONAL LAW
    4. PREVIOUS APPROACH TO TEACHING CONSTITUTIONAL LAW
    5. PEDAGOGICAL APPROACH TO FLIPPING THE CON LAW CLASSROOM
    6. STEPS IN FLIPPING THE CONSTITUTIONAL LAW CLASSROOM
    7. ASSESSMENT: WILL FLIPPING THE COURSE PRODUCE POSITIVE STUDENT OUTCOMES?
  24. Compilation of References
  25. About the Contributors