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Humanizing the Classroom by Flipping the Homework versus Lecture Equation
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, , University of North Texas, United States

Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Technology is often accused of separating people, and in classrooms it can distance students even further from teachers if used improperly. However, innovative educators are using technology to revolutionize teaching by inverting or flipping the homework versus lecture equation. In an inverted or flipped classroom, students review pre-recorded lecture content online before class, freeing class time for active learning. Salman Khan, an entrepreneur and vocal proponent of flipping the lecture versus homework equation believed that flipping the homework with lecture literates and humanizes the classroom. Current research and practices about the inverted teaching, requirements for its successful implementation, and its possible payoffs are discussed in this paper.

Citation

Houston, M. & Lin, L. (2012). Humanizing the Classroom by Flipping the Homework versus Lecture Equation. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 1177-1182). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 23, 2019 from .

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Cited By

  1. Understanding creativity and the role of technology in education: a tri-modal approach

    Edwin Arthur Creely, Monash University, Australia; Danah Henriksen, Arizona State University, United States; Michael Henderson, Monash University, Australia

    Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 2495–2503

  2. Student perceptions and lessons learned from flipping a masters level public health course | Perceptions des tudiants et leons tires d’une classe inverse pour un cours de matrise en sant environnementale et professionnelle

    Lindsay Galway, Barbara Berry & Timothy Takaro

    Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 41, No. 2 (May 30, 2015)

  3. Student Perceptions and Lessons Learned from Flipping a Master's Level Environmental and Occupational Health Course (Perceptions des étudiants et leçons tirées d'une classe inversée pour un cours de maîtrise en santé environnementale et professionnelle)

    Lindsay P. Galway, Barbara Berry & Timothy K. Takaro

    Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 41, No. 2 (May 30, 2015)

  4. Student perceptions and lessons learned from flipping a masters level public health course | Perceptions des étudiants et leçons tirées d’une classe inversée pour un cours de maîtrise en santé environnementale et professionnelle

    Lindsay Galway, Simon Fraser University; Barbara Berry & Timothy Takaro

    Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 41, No. 2 (May 30, 2015)

  5. Mobile and Online Instruction: Double-Flipping a Graduate Level Course to Support Instruction

    Prince Bull, North Carolina Central University, United States

    Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2080–2085

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