Time Well Spent: Flipped Classrooms and Effective Teaching Practices

View Sample PDF

Author(s): Kyle T. Fassett (Indiana University – Bloomington, USA), Allison BrckaLorenz (Indiana University – Bloomington, USA), Joe Strickland (Indiana University – Bloomington, USA)and Amy K. Ribera (School of Medicine, Indiana University, Indianapolis, USA)
Copyright: 2020
Pages: 21
Source title: Handbook of Research on Fostering Student Engagement With Instructional Technology in Higher Education
Source Author(s)/Editor(s): Emtinan Alqurashi (Temple University, USA)
DOI: 10.4018/978-1-7998-0119-1.ch020

Keywords: Curriculum Development and Instructional Design / Education / Higher Education / Information Science Reference

Purchase

View Time Well Spent: Flipped Classrooms and Effective Teaching Practices on the publisher's website for pricing and purchasing information.

Abstract

Good teaching practices are the crux of student education and require constant evaluation to meet current generations' learning needs. Flipped classrooms have sought a foothold in higher education to provide opportunities for deep learning through the delivery of content online prior to attending class while having activities related to processing and applying the information during class. Using a large-scale, multi-institution study of faculty teaching flipped courses, this study empirically links flipped procedures to other forms of effective educational practice and additionally focuses on the motivations and impacts on the faculty side of this pedagogical practice. Findings indicate numerous learning and development benefits for students with implications for supporting and motivating faculty across disciplines, faculty identities, and course types.

The IRMA Community

Research IRM

Time Well Spent: Flipped Classrooms and Effective Teaching Practices

Purchase

Abstract

Related Content

IRMA Sponsors