Flipped learningin which students view recorded lectures outside of the classroom and then utilize class time to develop a broad range of knowledge and skillsis a relatively new phenomenon. This timely volume examines and organizes the emerging research on flipped learning in higher education. It identifies the types of courses, material, and learning objectives that are most effectively flipped, with specialized advice for faculty in STEM fields, the social sciences, and humanities. The book also provides evidence-based guidance on how to create and disseminate engaging recorded lectures; develop and implement in-class exercises and projects that help students meet learning objectives; orient students to the flipped classroom; and assess the effectiveness of flipped learning.
1. Introduction to Flipped Learning
2. Student Reactions to and the Effectiveness of Flipped Classroom Across the Learning Domains
3. Creating and Implementing Effective Active Learning Experiences
4. Identifying and Designing Effective Vodcasts
5. Choosing Software and Hardware for Creating and Disseminating Vodcasts
6. Orienting Students to Flipped Learning
7. Assessing the Flipped Classroom
Patricia V. Roehling, PhD, is Professor and former Chairperson of Psychology at Hope College, USA. She publishes research in the areas of work and family, pedagogy, and weight discrimination. She was formerly Director of Research at the Cornell Employment and Family Careers Institute, USA.Flipped learningin which students view recorded lectures outside of the classroom and then utilize class time to develop a broad range of knowledge and skillsis a relatively new phenomenon. This timely volume examines and organizes the emerging research on flipped learning in higher education. It identifies the types of courses, material, and learning objectilc+
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