Best Practices for Flipping the College Classroom (Paperback) book cover

Best Practices for Flipping the College Classroom

Edited by Julee B. Waldrop, Melody A. Bowdon

© 2016 – Routledge

166 pages

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About the Book

Best Practices for Flipping the College Classroom provides a comprehensive overview and systematic assessment of the flipped classroom methodology in higher education. The book:

  • Reviews various pedagogical theories that inform flipped classroom practice and provides a brief history from its inception in K–12 to its implementation in higher education.
  • Offers well-developed and instructive case studies chronicling the implementation of flipped strategies across a broad spectrum of academic disciplines, physical environments, and student populations.
  • Provides insights and suggestions to instructors in higher education for the implementation of flipped strategies in their own courses by offering reflections on learning outcomes and student success in flipped classrooms compared with those employing more traditional models and by describing relevant technologies.
  • Discusses observations and analyses of student perceptions of flipping the classroom as well as student practices and behaviors particular to flipped classroom models.
  • Illuminates several research models and approaches for use and modification by teacher-scholars interested in building on this research on their own campuses.

The evidence presented on the flipped classroom methodology by its supporters and detractors at all levels has thus far been almost entirely anecdotal or otherwise unreliable. Best Practices for Flipping the College Classroomis the first book to provide faculty members nuanced qualitative and quantitative evidence that both supports and challenges the value of flipping the college classroom.

Reviews

"Best Practices for Flipping the College Classroom brings together viewpoints from a variety of disciplines and campuses to lay a groundwork for effective, research-based teaching. The book offers numerous examples from a variety of institutional types, providing a holistic framework for understanding how to implement flipped learning in and outside of college classrooms."

Julie Schell, Affiliate, Mazur Group, Harvard University, USA

"Well-organized and engaging, Best Practices for Flipping the College Classroom is a balanced look at the flipped classroom in diverse academic disciplines and higher education settings. Rich case studies combined with faculty and student perspectives on flipped learning experiences provide instructors with a wealth of practical, evidence-based information for their own practice."

Elizabeth (Liz) Ciabocchi, Ed.D., Vice Provost for Digital Learning, St. John’s University, USA

Table of Contents

Acknowledgments

1 Introduction: Joining the Flipped Classroom Conversation

Erin Saitta, Brett Morrison, Julee B. Waldrop, and Melody A. Bowdon

2 Flipping a Large First-Year Chemistry Class: Same-Semester Comparison with a Traditionally Taught Large-Lecture Class

Cherie Yestrebsky

3 Flipped Calculus: A Gateway to Lifelong Learning in Mathematics

Robert Talbert

4 Flipping the Graduate Course in Nursing: Application to Solve Patients’ Health Problems

Julee B. Waldrop

5 Taking Ownership of the Past: Flipping the History Course as a Means of Increasing Student Engagement

Daniel Murphree

6 Best Practices for Flipping the College Classroom: Elements of Psychology, an Introductory Psychology Course at the University of Oklahoma

Clarissa Thompson and April Martin

7 Flip Don’t Flop: Best Practices for Flipping Marketing Courses

Michael S. Garver

8 Don’t Flip Out: Inverting the Intermediate Microeconomics Course

Katherine M. Sauer

9 Flipping the Creativity Class: Creating Active-Learning Environments for Student Innovations

Russell Carpenter

10 Student Practices and Perceptions in Flipped Courses

Stacey Pigg and Brett Morrison

11 Conclusion: Reflecting on the Flipping Experience

Melody A. Bowdon, Lissa Pompos Mansfield, and Julee B. Waldrop

Contributors

Index

About the Editors

Julee B. Waldrop is Clinical Professor in the School of Nursing at the University of North Carolina at Chapel Hill, USA.

Melody A. Bowdon is Executive Director of the Karen L. Smith Faculty Center for Teaching and Learning and Professor of Writing and Rhetoric at the University of Central Florida, USA.

About the Series

Best Practices in Online Teaching and Learning

Online education continues to explode as a diverse group of higher education institutions and non-profit and governmental entities adopt both fully online and blended learning. As a result there has likewise been tremendous growth in the need for special preparation and training for instructors in the methods and approaches to teaching online – moving beyond the emphasis on software training that once comprised a large portion of online teaching training. Many instructors seek introductory, yet comprehensive professional development books that coincide with the next stages in their online teaching careers. While they are interested in principles and tips that are grounded in evidence-based research, they do not necessarily want to wade through research in order to formulate the applications that constitute best practices.

Enter Routledge’s Best Practices in Online Teaching and Learning series, which provides in-depth coverage of focused areas or issues educators might confront in the ever-changing environment of online teaching and learning. Based on the solid experience of expert practitioners and communicated in a jargon-free, popular style, titles in this series will address the most current issues and trends in online teaching and learning. Each title is designed to be rich in examples drawn from experienced, real-life online instructors, exemplifying a best practices approach and lending themselves to easy application by the reader.

The Best Practices concept provides a unifying element in the series and offers more in-depth coverage than existing series. By covering both depth and breadth of content books in the series is introductory enough to be of interest and readily apprehended by those relatively new to online education but still rigorous and example-based to appeal to those seeking further professional development and knowledge in this area.

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Subject Categories

BISAC Subject Codes/Headings:
EDU000000
EDUCATION / General
EDU015000
EDUCATION / Higher
EDU039000
EDUCATION / Computers & Technology
EDU041000
EDUCATION / Distance Education & Learning