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What is Flipped Learning

Chapter 18
Handbook of Research on Faculty Development for Digital Teaching and Learning
An innovative learning approach that flips traditional classroom lecture with hands-on activities while holding learners responsible for acquisition of prior information from online sources before the class activities.
Published in Chapter:
E-Transformation in Higher Education and What It Coerces for the Faculty
Ela Akgün-Özbek (Anadolu University, Turkey) and Ali Ekrem Özkul (Anadolu University, Turkey)
Copyright: © 2019 |Pages: 24
DOI: 10.4018/978-1-5225-8476-6.ch018
Abstract
With the phenomenal developments in information and communication technologies, higher education has been facing an unprecedented challenge that affects all the stakeholders. Faculty is no exception. The authors synthesize the demographic, economic, and pedagogical factors that lead to a paradigm shift in higher education and the global trends in digital technologies that impel digital transformation in higher education. They then provide a snapshot of how higher education institutions respond to this challenge and change, and the impact of these factors on the roles and competencies of faculty that need to be covered in faculty development initiatives in the digital age. Finally, examples of faculty development programs and initiatives that address the digital competencies of faculty are provided along with a summary of faculty development models for teaching and learning in the digital age.
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More Results
Chapter 17
Differentiation to Accommodate Diverse Learners in the Flipped Classroom
A pedagogical approach that flips the conventional idea of a classroom where first exposure to course content happens before class time, leaving time in class for gaining deeper understanding of the material with professor facilitating learning and peers engaged in problem-solving activities.
Published in Chapter: Differentiation to Accommodate Diverse Learners in the Flipped Classroom; From: Handbook of Research on Diversity and Social Justice in Higher Education
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Chapter 12
Teaching Critical Thinking Skills to EFL Learners via Micro-Lessons
Broad term for the practice of engaging students' ability to explore educational materials independent of direct teacher supervision.
Published in Chapter: Teaching Critical Thinking Skills to EFL Learners via Micro-Lessons; From: Optimizing Education Through Micro-Lessons: Engaging and Adaptive Learning Strategies
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Chapter 664
Effectiveness of Teacher Training in Using Latest Technologies
A new pedagogical approach that promotes collaborative learning among students. According to the approach students are expected to gather information relating to a topic, from the resources provided by the teacher and work as a team to discuss the content in the classroom.
Published in Chapter: Effectiveness of Teacher Training in Using Latest Technologies; From: Encyclopedia of Information Science and Technology, Fourth Edition
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Chapter 333
Experiences of Implementing a Large-Scale Blended, Flipped Learning Project
Shifting the focus of learning from the facilitator to the learner, partly by reversing what happens inside and outside of a formal learning session.
Published in Chapter: Experiences of Implementing a Large-Scale Blended, Flipped Learning Project; From: Encyclopedia of Information Science and Technology, Fourth Edition
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Chapter 14
Educational Innovation Techniques Based on Assessment and Development of Student Potential
A pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter.
Published in Chapter: Educational Innovation Techniques Based on Assessment and Development of Student Potential; From: Organizational Transformation and Managing Innovation in the Fourth Industrial Revolution
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Chapter 13
Transforming Universities for a More Competent Society: Digitalization and Higher Education
A framework and methodology in which the course material is introduced before class to allocate valuable in-class time to discussions, applications, and active student participation.
Published in Chapter: Transforming Universities for a More Competent Society: Digitalization and Higher Education; From: Multidisciplinary Perspectives Towards Building a Digitally Competent Society
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Chapter 7
Foreign Language Learning Through Instagram: A Flipped Learning Approach
Type of blended learning methodology that involves viewing teacher’s explanations from a computer or mobile device before the class. In-class time is devoted to the evaluation and practice of the contents explained in the videos.
Published in Chapter: Foreign Language Learning Through Instagram: A Flipped Learning Approach; From: New Technological Applications for Foreign and Second Language Learning and Teaching
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Chapter 28
Using the Flipped Classroom to Improve Knowledge Creation of Master's-Level Students in Engineering
Flipped Learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter. The role of the teacher in the class changes from “Sage on the stage” to Guide on the side”. In flipped learning strategy the traditional educational arrangement is reversed in terms of delivery of instructional content, often online, outside of the classroom and moves activities, including those that may have traditionally been considered homework, into the classroom.
Published in Chapter: Using the Flipped Classroom to Improve Knowledge Creation of Master's-Level Students in Engineering; From: Handbook of Research on Instructional Systems and Educational Technology
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Chapter 33
Astronomy and Space-Themed Mobile Games: Tools to Support Science Education or Learning Barriers Due to the Misconceptions They Generate?
The active learning procedure in which the pupils prepare the lesson by studying the material that the teacher has prepared out of the lesson’s instruction.
Published in Chapter: Astronomy and Space-Themed Mobile Games: Tools to Support Science Education or Learning Barriers Due to the Misconceptions They Generate?; From: Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning
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Chapter 15
Proposal of a Unit Design for Online English Lessons Using a Technology-Based Plan: Post-Pandemic Era
A pedagogical model that introduces learning materials to students in advance, making them aware of the content and thus facilitating the learning process, unlike traditional classroom teaching models.
Published in Chapter: Proposal of a Unit Design for Online English Lessons Using a Technology-Based Plan: Post-Pandemic Era; From: Developing Curriculum for Emergency Remote Learning Environments
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Chapter 130
Multimodal Literacy
An educational model in which content is delivered to the student independently through videos and web content, followed by classroom times for teacher-facilitated cooperative inquiry.
Published in Chapter: Multimodal Literacy; From: Encyclopedia of Information Science and Technology, Fourth Edition
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Chapter 4
The Evolution of Learning and Technological Innovation: Preparing Students for Successful Careers
is a method that prioritizes active learning during class time by allocating to students lecture materials to be considered at home or outside of class.
Published in Chapter: The Evolution of Learning and Technological Innovation: Preparing Students for Successful Careers; From: Handbook of Research on Sustainable Career Ecosystems for University Students and Graduates
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Chapter 6
Mobile Learning: A Bridging Technology of Learner Entry Behavior in a Flipped Classroom Model
A pedagogical approach in which direct instruction moves from the group learning space to individual learning space and the resulting learning group space is transformed into a dynamic, interactive learning environment where educator guides students as they apply concepts and engage creatively in the subject matter.
Published in Chapter: Mobile Learning: A Bridging Technology of Learner Entry Behavior in a Flipped Classroom Model; From: Handbook of Research on Active Learning and the Flipped Classroom Model in the Digital Age
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Chapter 10
The Impact of the Flipped Classroom on Students' Academic Achievements in Secondary Schools
An Interactive learning where teacher is a facilitator who gives directions to students apply concepts and engage creativity in the subject matter.
Published in Chapter: The Impact of the Flipped Classroom on Students' Academic Achievements in Secondary Schools; From: Toward Sustainability Through Digital Technologies and Practices in the Eurasian Region
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Chapter 7
Embracing Lifelong Learning Through Gamified Flipped Learning
An educational model that “flipped” traditional teaching methods to provide learners with a flexible education that adapts to their changing needs and preferences over time.
Published in Chapter: Embracing Lifelong Learning Through Gamified Flipped Learning; From: Embracing Technological Advancements for Lifelong Learning
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Chapter 9
Using Groups and Peer Tutors in Problem-Based Learning Classrooms in Higher Education
Inverted learning where students access lecture materials online and engage in active learning through group or instructor guided exercises.
Published in Chapter: Using Groups and Peer Tutors in Problem-Based Learning Classrooms in Higher Education; From: Guide to Integrating Problem-Based Learning Programs in Higher Education Classrooms: Design, Implementation, and Evaluation
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Chapter 7
Responding to the Challenges of Moving an On-Campus Pre-Sessional Course Online During the COVID-19 Pandemic
A pedagogical approach that involves students studying input materials remotely before class and attending the class to consolidate, deepen and apply knowledge e.g. through guided discussion, group work and problem-solving.
Published in Chapter: Responding to the Challenges of Moving an On-Campus Pre-Sessional Course Online During the COVID-19 Pandemic; From: Cases on Teaching English for Academic Purposes (EAP) During COVID-19: Insights From Around the World
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Chapter 16
Fostering English-Medium Instruction (EMI) Through Flipped Learning
A type of blended learning methodology in which the contents and explanations are given in advance normally through video, and in-class time is devoted to assessing students’ understanding, foster collaborative work and critical thinking.
Published in Chapter: Fostering English-Medium Instruction (EMI) Through Flipped Learning; From: Teacher Training for English-Medium Instruction in Higher Education
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Chapter 9
MOOCs in the Language Classroom: Using MOOCs as Complementary Materials to Support Self-Regulated Language Learning
A learning approach that consists in working with a specific (online) material at home and using class time for interactive activities related to the topic that students are supposed to work on outside the language classroom.
Published in Chapter: MOOCs in the Language Classroom: Using MOOCs as Complementary Materials to Support Self-Regulated Language Learning; From: Recent Tools for Computer- and Mobile-Assisted Foreign Language Learning
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Chapter 2
Integrating Technology in Nurse Education: Tools for Professional Development, Teaching, and Clinical Experiences
A pedagogical approach to teaching in which educators create an alternative learning environment (such as online videos) to present information and to encourage students to take an active learning role.
Published in Chapter: Integrating Technology in Nurse Education: Tools for Professional Development, Teaching, and Clinical Experiences; From: Handbook of Research on Advancing Health Education through Technology
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Chapter 334
A Flipped Learning Approach to University EFL Courses
Flipped learning in this chapter is defined as a form of blended learning in which students complete the EFL course TOEIC study materials outside of class online and receive personalized problem-solving guidance from the teacher in class.
Published in Chapter: A Flipped Learning Approach to University EFL Courses; From: Encyclopedia of Information Science and Technology, Fourth Edition
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Chapter 22
Humanizing Online Assessment: Screencasting as a Multimedia Feedback Tool for First Generation College Students
An instructional paradigm in which direct, content-driven instruction occurs via video at home and the application of that content occurs in the classroom with the facilitation of the instructor.
Published in Chapter: Humanizing Online Assessment: Screencasting as a Multimedia Feedback Tool for First Generation College Students; From: Handbook of Research on Integrating Digital Technology With Literacy Pedagogies
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