Flipped learning : a guide for higher education faculty / Robert Talbert ; foreword by Jon Bergmann.

Format:

Book

Author/Creator:

Talbert, Robert (Associate professor), author.

Language:

English

Subjects (All):

Flipped classrooms.

Education, Higher.

Physical Description:

1 online resource (270 pages) : illustrations, tables

Edition:

1st ed.

Place of Publication:

Sterling, Virginia : Stylus Publishing, 2017.

Summary:

This book is for anyone seeking ways to get students to better learn the content of their course, take more responsibility for their work, become more self-regulated as learners, work harder and smarter during class time, and engage positively with course material.

Contents:

Cover

Half Title

Title

Copyright

Dedication

Contents

Foreword

Preface

What This Book Is About

Productive Failure

The Audience for and Structure of This Book

Acknowledgments

Part One: What is Flipped Learning?

1. What is Flipped Learning, and Why Use It?

The Traditional Model

A Definition of Flipped Learning (First Attempt)

Time and Space

Direct Instruction and Active Learning

A Definition of Flipped Learning (Second Attempt)

A Definition of Flipped Learning (Third Attempt)

Why Instructors Choose to Use Flipped Learning

2. The History and Theory of Flipped Learning

A Short History of Flipped Learning

Finding the Origins of Flipped Learning

Harvard University: Eric Mazur and Peer Instruction

Cedarville University: J. Wesley Baker and the Classroom Flip

Miami University: Lage, Platt, And Treglia'S Inverted Classroom

Interlude: Connections Among the Origins

Secondary Education: Bergmann and Sams and the Flipped Classroom

Flipped Learning in Higher Education Since 2000

What Does the Research Tell Us About Flipped Learning?

Theoretical Frameworks That Support Flipped Learning Practice and Research

Self-Determination Theory

Cognitive Load Theory

A Third Framework: Self-Regulated Learning

Looking Ahead

3. Models of Flipped Learning

Case Study: Calculus

What Is The Context Of The Course?

Why Was Flipped Learning Used in This Course?

What Do Students Do in the Course? What Does the Instructor Do?

Why Is This Flipped Learning?

What Are The Benefi Ts To The Students?

Case Study: Communicating in Mathematics

What Is The Context of The Course?

Why Is This Flipped Learning?.

What Are The Benefi Ts To The Students?

Case Study: Mathematical Biology

Case Study: Flipped Learning in Business-Related Courses

What Are the Benefits to the Students?

Case Study: Flipped Learning in Online and Hybrid Education Courses

What Is the Context of the Course?

Case Study: Flipped Learning in Engineering Courses in Sweden

Part Two: Flipped Learning Design

4. Designing a Course around Flipped Learning

Course Design in General and Why It Matters

Wiggins/McTighe and Backward Design

Dee Fink'S Design For Signifi Cant Learning

Fink'S Model

How the Significant Learning Model Adapts to Flipped Learning

Seven Steps to Flipped Learning Design: An Overview

5. Designing Flipped Learning Experiences, Part 1: Building the Framework for a Lesson

The Centrality of Learning Objectives

Step 1: Determine the Learning Objectives for the Lesson

Carrying Out Step 1

Questions and Answers About Step 1

Step 2: Put the Learning Objectives in Order of Complexity

Carrying Out Step 2.

Questions and Answers About Step 2

Step 3: Outline the Group Space Activity

Carrying Out Step 3

Questions and Answers About Step 3

Step 4: Split Up the List of Learning Objectives

Carrying Out Step 4

Questions and Answers About Step 4

What'S Next?

6. Designing Flipped Learning Experiences, Part 2: Designing Effective Activities

Step 5: Finish the Design of the Group Space Activity

The Structure Of Group Space

Carrying Out Step 5

Questions and Answers About Step 5

Step 6: Design and Construct the Individual Space Activity, Using the Guided Practice Model

Carrying Out Step 6

Questions and Answers About Step 6

Step 7: Design and Construct Any Post-Group Space Activities

Carrying Out Step 7

Questions and Answers About Step 7

Summing Up

Part Three: Teaching and Learning in a Flipped Learning Environment

7. Variations on a Theme

Flipped Learning in Online and Hybrid Courses

Hybrid Courses

Online Courses

Flipped Learning in a Low-Tech Setting

"Partially Flipped" Course Design

What's Next

8. Living and Working with Flipped Learning

What Is the Ideal Outcome of a Flipped Learning Environment?

Common Issues for Students With Flipped Learning

Issue 1: "You'Re Not Teaching the Class"

Issue 2: "I'm Having to Teach Myself the Subject"

Issue 3: "I Learn Best When I Am Lectured To"

Issue 4: "It Takes Too Much Time Outside of Class"

Issue 5: "I Don't Have a Way to Ask Questions Before Class"

How to Handle the Nonideal

Advice for the Nontenured

Managing time and Work

Flipped Learning and the Rest of Your Career: Scholarship

Flipped Learning and the Rest of Your Career: Service

In Brief

Appendix: Glossary of Techniques and Tools

References

Index.

Notes:

Includes bibliographical references and index.

Description based on print version record.

ISBN:

1-000-97958-X

1-00-344484-9

1-000-97432-4

1-003-44484-9

1-62036-433-6

9781003444848

OCLC:

986107076