Successful stories and conflicts: A literature review on the effectiveness of flipped learning in higher education.
Abstract: As technological advancements continue to revolutionize teaching, the use of technology in both college/university and K‐12 classrooms is making flipped learning a trending instructional model. “Flipping” the classroom reverses a traditional model of in‐class lecture followed by practice a...
| Publicado en: | Journal of Computer Assisted Learning Vol. 34; no. 4; pp. 409 - 417 |
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| Autores principales: | , |
| Formato: | review Journal Article |
| Publicado: |
Wiley-Blackwell
Aug2018
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=130898732&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 130898732 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Aug2018 vid: 34 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 130898732 130898732 130898732 10.1111/jcal.12250 130898732 ppf: 409 ppct: 8 formats: tig: atl: Successful stories and conflicts: A literature review on the effectiveness of flipped learning in higher education. aug: au: Brewer, R. Movahedazarhouligh, S. affil: University of Northern Colorado, CO, USA sug: subj: Colleges and Universities Teaching Methods Evaluation Models, Theoretical Learning Methods ab: Abstract: As technological advancements continue to revolutionize teaching, the use of technology in both college/university and K‐12 classrooms is making flipped learning a trending instructional model. “Flipping” the classroom reverses a traditional model of in‐class lecture followed by practice and homework. The roles and responsibilities of instructors and students often require a new or enhanced skill set where the instructor designs intentional learning experiences to engage students outside of the classroom. The learner is accountable for exploring materials outside of class in a self‐directed manner, attempting to gain foundational knowledge before class, and then actively applying it in the classroom. This review analyses the research on flipped learning and flipped classrooms in higher education from a variety of aspects including implementation, efficacy, and quality. pubtype: Academic Journal doctype: review Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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