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Flipping the Classroom in Higher Education: A Design-Based Research Study to Develop a Flipped Classroom Framework
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, , , Old Dominion University, United States

Society for Information Technology & Teacher Education International Conference, in Jacksonville, Florida, United States ISBN 978-1-939797-07-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Over the past 20 years some higher education instructors have increased their technology use as a way to extend and enhance students’ understanding and move away from the traditional lecture approach. One recent strategy is to use a flipped classroom approach and have students use technology to access the lecture and other instructional resources outside the classroom; this leaves the in-class time to engage in active learning. However, at this time there are no empirically-based flipped classroom frameworks. The purpose of this study is to fill this gap in the academic literature and develop a framework. This will provide a springboard for other scholars and practitioners to further examine the efficacy of this specific blended approach to learning and effective approaches that can be adapted to meet the needs of their students.

Citation

Crompton, H., Dunkerly-Bean, J. & Giannakos, M. (2014). Flipping the Classroom in Higher Education: A Design-Based Research Study to Develop a Flipped Classroom Framework. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 2763-2766). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE). Retrieved February 18, 2020 from .

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