The Successes and Lessons Learned of Flipped Learning
Anthony Dove, Radford University, United States
Society for Information Technology & Teacher Education International Conference, in Washington, D.C., United States ISBN 978-1-939797-32-2 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
While flipped learning has become an accepted instructional practice, research suggests that professional development is needed to help instructors effectively implement a flipped class. This study examined how a four-day Flipped Learning Institute (FLI) influenced the instructional practices and perspectives of teaching and learning of the participating Mathematics and Statistics faculty members. Cross-case analysis suggested that the instructors found flipped learning had a positive influence on their instruction, as classes were more active. They perceived students as more engaged, and grades were generally higher than their traditional classes. In addition, the positive experiences from the FLI and initial implementation led the faculty to flip more courses and share their materials with other instructors. The findings of this study suggest that professional development can provide the support instructors need to integrate flipped learning in their mathematics and statistics courses and have significant lasting effects that can influence their colleagues as well.
Dove, A. (2018). The Successes and Lessons Learned of Flipped Learning. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1794-1801). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE).
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