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Information Resources Management Association
Advancing the Concepts & Practices of Information Resources Management in Modern Organizations

Promoting Active Learning through a Flipped Course Design

Promoting Active Learning through a Flipped Course Design
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Author(s): Heather D. Hussey (Northcentral University, USA), Bethany K. B. Fleck (Metropolitan State University of Denver, USA)and Aaron S. Richmond (Metropolitan State University of Denver, USA)
Copyright: 2014
Pages: 24
Source title: Promoting Active Learning through the Flipped Classroom Model
Source Author(s)/Editor(s): Jared Keengwe (University of North Dakota, USA), Grace Onchwari (University of North Dakota, USA)and James N. Oigara (Canisius College, USA)
DOI: 10.4018/978-1-4666-4987-3.ch002


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There are numerous ways in which faculty can deliver information in a blended course; however, the question remains as to which information is best suited to online delivery versus face-to-face. The focus of this chapter is on the flipped classroom, including a study in which a psychology statistics class was flipped and students’ statistical knowledge, attitudes toward statistics, and intercultural sensitivity were assessed. In order to understand the theoretical underpinnings of the classroom, the authors examine the flipped structure through Blended Learning Theory, Problem-or-Project-Based Learning Theory, and Cognitive Taxonomy Theory. Advantages and disadvantages to transitioning to such a format as well as applications to other courses and some of the best practices in a flipped course are discussed.

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