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Study Input Sought from Experienced Higher Ed Flipped Class Practitioners

Are you a College or University Faculty Member who has Been Flipping Instruction for Over a Year? You can Help!

Danielle Yemma, a doctoral candidate in the Department of Education at Robert Morris University is conducting research on flipped teaching and learning, and if you are a teacher who has been flipping their higher ed classroom for a year or more, you can help!

In partial fulfillment of the requirements for the degree of Doctor of Philosophy with a major in Instructional Management and Leadership, Yemma is conducting a study on college instructors who have transitioned their instruction to use a flipped classroom model, and seeks participation from qualified teachers. This is a great opportunity to share how you’ve made a difference, and add to the body of empirical evidence showing that flipped learning can improve learning outcomes (yes, I for one am assuming this will be supported by the study, but of course that remains to be seen).

Flipped Classroom Graphic

To determine your suitability for the study, please take this quick 10 question survey: https://www.surveymonkey.com/s/LBM6GRV. (Be sure to provide your contact info in Question 1, so that Danielle can follow up with you if needed).

Active learning strategies have proven to impact student learning and increase engagement however educators may continue to utilize traditional lecture style approaches. This may be for several reasons including resistance to change, uneasiness or lack of knowledge of how to transform teaching techniques, or even the fact that active learning strategies may consume a large portion of class time needed to fulfill course content requirements. The flipped classroom model presents a resolution to many of these issues in addition to offering numerous benefits. While knowledge and support of the flipped classroom is rapidly increasing, empirical research and resources available for faculty willing to transition their pedagogical approaches are lacking.

This phenomenological study will provide such a resource by providing insight into the pedagogical beliefs, methods, practices, challenges and support needs experienced during the transition to a flipped classroom model. This study will contribute to the body of knowledge on educational technologies that support learner-centered strategies and actively engage learners through a flipped classroom model.

Thanks in advance for your willingness to help assess flipped learning (and help out the doctoral candidate)!

 

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