A focus on what the student does, and what promotes student learning, rather than a focus on what the teacher does.
Published in Chapter:
Challenges in Implementing the Flipped Classroom Model in Higher Education
Lakshmi Chellapan (University of Otago, New Zealand) and Jacques van der Meer (University of Otago, New Zealand)
Copyright: © 2016
|Pages: 14
DOI: 10.4018/978-1-4666-9680-8.ch018
Abstract
The flipped classroom as typically applied in higher education, consists of delivering lecture material outside of classroom contact, leaving face-to-face class time for more interactive learning, discussion, integration, and application of content (Grant, 2013). Increasing numbers of teachers in higher education are considering implementing this model in light of the perceived benefits of a more active engagement of students in their learning, be it in education, interior designing, medical, sciences, social science, business and management programs (Fulton, 2012; Grant,2013; Roehl, et al. 2013). However, there are challenges in implementing this model. This chapter aims to identify some of the more common challenges. Finally, an example of ‘work in progress' of addressing of these challenges in ‘flipping' the classroom in a first-year university course.