Flipped Learning: A Guide for Higher Education Faculty

270 Pages·2017·5.183 MB·English

by  Robert Talbert, Jon Bergmann

FLIPPED LEARNING
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FLIPPED LEARNING
A Guide for Higher Education Faculty
Robert Talbert
Foreword by Jon Bergmann
STERLING, VIRGINIA
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COPYRIGHT © 2017 BY
STYLUS PUBLISHING, LLC.
Published by Stylus Publishing, LLC.
22883 Quicksilver Drive
Sterling, Virginia 20166-2102
All rights reserved. No part of this book may be reprinted or
reproduced in any form or by any electronic, mechanical, or other
means, now known or hereafter invented, including photocopying,
recording, and information storage and retrieval, without permission
in writing from the publisher.
Library of Congress Cataloging-in-Publication Data
Names: Talbert, Robert (Associate professor), author.
Title: Flipped learning : a guide for higher education faculty/
RobertTalbert;
foreword by Jon Bergmann.
Description: Sterling, Virginia : Stylus Publishing, LLC, [2017] |
Includes bibliographical references and index.
Identifi ers: LCCN 2016055534 (print) |
LCCN 2017013514 (ebook) |
ISBN 9781620364338 (uPDF) |
ISBN 9781620364345 (ePub) |
ISBN 9781620364314 (cloth : alk. paper) |
ISBN 9781620364321 (pbk. : alk. paper)
Subjects: LCSH: Flipped classrooms. |
Education, Higher.
Classifi cation: LCC LB1029.F55 (ebook) |
LCC LB1029.F55 T35 2017 (print) |
DDC 378.1/7--dc23
LC record available at https://lccn.loc.gov/2016055534
13-digit ISBN: 978-1-62036-431-4 (cloth)
13-digit ISBN: 978-1-62036-432-1 (paperback)
13-digit ISBN: 978-1-62036-433-8 (library networkable e-edition)
13-digit ISBN: 978-1-62036-434-5 (consumer e-edition)
Printed in the United States of America
All fi rst editions printed on acid-free paper
that meets the American National Standards Institute
Z39-48 Standard.
Bulk Purchases
Quantity discounts are available for use in workshops and for
staff development.
Call 1-800-232-0223
First Edition, 2017
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To my parents, Bob and Jane Talbert—who gave me
the skills and the space to learn things on my own and
the desire to make the world a better place.
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CONTENTS
FOREWORD xi
Jon Bergmann
PREFACE xiii
What This Book Is About xiii
Productive Failure xv
The Audience for and Structure of This Book xviii
ACKNOWLEDGMENTS xxi
PART ONE: WHAT IS FLIPPED LEARNING?
1. WHAT IS FLIPPED LEARNING, AND WHY USE IT? 3
The Traditional Model 4
A Defi nition of Flipped Learning (First Attempt) 8
Time and Space 9
Direct Instruction and Active Learning 11
A Defi nition of Flipped Learning (Second Attempt) 14
A Defi nition of Flipped Learning (Third Attempt) 18
Why Instructors Choose to Use Flipped Learning 20
2. THE HISTORY AND THEORY OF FLIPPED LEARNING 25
A Short History of Flipped Learning 26
Finding the Origins of Flipped Learning 26
Harvard University: Eric Mazur and Peer Instruction 28
Cedarville University: J. Wesley Baker and the Classroom Flip 31
Miami University: Lage, Platt, and Treglia’s Inverted Classroom 32
Interlude: Connections Among the Origins 34
Secondary Education: Bergmann and Sams and the
Flipped Classroom 36
Flipped Learning in Higher Education Since 2000 38
What Does the Research Tell Us About Flipped Learning? 40
Theoretical Frameworks That Support Flipped Learning
Practice and Research 41
Self-Determination Theory 42
Cognitive Load Theory 45
A Third Framework: Self-Regulated Learning 47
Looking Ahead 51
vii
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viii CONTENTS
3. MODELS OF FLIPPED LEARNING 52
Case Study: Calculus 53
What Is the Context of the Course? 53
Why Was Flipped Learning Used in This Course? 53
What Do Students Do in the Course? What Does the
Instructor Do? 55
Why Is This Flipped Learning? 59
What Are the Benefi ts to the Students? 59
Case Study: Communicating in Mathematics 60
What Is the Context of the Course? 60
Why Was Flipped Learning Used in This Course? 62
What Do Students Do in the Course? What Does the
Instructor Do? 64
Why Is This Flipped Learning? 65
What Are the Benefi ts to the Students? 66
Case Study: Mathematical Biology 67
What Is the Context of the Course? 67
Why Was Flipped Learning Used in This Course? 67
What Do Students Do in the Course? What Does the
Instructor Do? 68
Why Is This Flipped Learning? 70
What Are the Benefi ts to the Students? 70
Case Study: Flipped Learning in Business-Related Courses 71
What Is the Context of the Course? 71
Why Was Flipped Learning Used in This Course? 72
What Do Students Do in the Course? What Does the
Instructor Do? 73
Why Is This Flipped Learning? 73
What Are the Benefi ts to the Students? 74
Case Study: Flipped Learning in Online and Hybrid
Education Courses 74
What Is the Context of the Course? 75
Why Was Flipped Learning Used in This Course? 75
What Do Students Do in the Course? What Does the
Instructor Do? 76
Why Is This Flipped Learning? 77
What Are the Benefi ts to the Students? 78
Case Study: Flipped Learning in Engineering Courses in Sweden 78
What Is the Context of the Course? 78
Why Was Flipped Learning Used in This Course? 79
What Do Students Do in the Course? What Does the
Instructor Do? 79
Why Is This Flipped Learning? 80
What Are the Benefi ts to the Students? 81
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