You are here:

The Flipped Classroom: stimulating effective study behaviour
PROCEEDING

, Windesheim University of applied sciences, Netherlands ; , Windesheim University, Netherlands

Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Full Text

Abstract

In this study we describe how teacher educators can stimulate students to comply with assigned reading or other tasks before coming to the ‘flipped’ classroom. In a redesign of the learning environment we explored different (technological) actions to ensure that students watched the online lectures and read the book. The redesign of the learning environment lead to a different role for the teacher, who became more of a ‘guide on the side’ instead of an instructor. Student participation, experiences and results are shared.

Citation

Lok, M. & Smits, A. (2016). The Flipped Classroom: stimulating effective study behaviour. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2931-2933). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved February 24, 2021 from .

© 2016 Association for the Advancement of Computing in Education (AACE)

References

View References & Citations Map
  1. Adkins, J.K. (2014). Relevance of Student Resources in a Flipped MIS Classroom. Information Systems Education Journal, 12(2). Bates, P.S., & Galloway, R. (N.D.). The inverted classroom in a large enrolment introductory physics course: a case study.
  2. Brost, B., & Bradley, K. (2006). Student compliance with assigned reading: A case study. Journal of Scholarship of Teaching and Learning, 6(2), 101–111. Retrieved from http://www.eric.ed.gov/ERICWebPortal/recordDetail?accno=EJ854930 Burchfield, C.M., & Sappington, J. (2000). Compliance with required reading assignments. Teaching of Psychology, 8.
  3. Hoeft, M.E. (2012). Why University Students Don ’ t Read: What Professors Can Do To Increase Compliance. International Journal for the Scholarship of Teaching and Learning, 6(2).
  4. Ryan, T.E. (2006). Motivating Novice Students to Read Their Textbooks. Journal of Instructional Psychology, 33(2), 135. Retrieved from http://www.questia.com/library/journal/1G1-148367619/motivating-novicestudents-to-read-their-textbooks

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Also Read

Related Collections