The Influence of the Integration of Flipped Learning
Purchase or Subscription required for access
Purchase individual articles and papers
Receive full-text access to individual articles for $9.95 USD each.
Use PayPal button to purchase PDF copy of paper (19 pages)
Subscribe for faster access!
Subscribe and receive access to 100,000+ documents, for only $19/month (or $150/year).
Already have access?
Individual Subscription
If you have an individual subscription, sign in here for access
Institutional Subscription
You don't appear to be accessing the site through a subscribing institution (your IP address is 3.142.12.198).
If your university, college, or library subscribes to LearnTechLib, you may be able access full text articles through a login page.
You can search for your instition by name or by location.
Author
JCMST Volume 39, Number 3, July 2020 ISSN 0731-9258
Abstract
As flipped learning continues to become a recognized instructional practice, professional development has become necessary to ensure the practice is implemented based on its research-informed active learning tenets. This study examined how a long-term professional development program influenced the instructional practices and perspectives of teaching and learning of the participating faculty members from the university’s College of Science and Technology. Cross-case analysis examined commonalities and differences between all participants, as well as between departments. Commonalities included a general positive perspective of integrating flipped learning into the classroom due to the increased active learning and student engagement, while faculty were commonly concerned how motivation influence student preparedness for class. One of the primary divergences between departments related to overall grades as the mathematics and statistics instructors saw consistently higher grades in their flipped classes while other science instructors saw no substantive differences in grades. Finally, follow-up interviews showed a continued use, and often a growth in both the teaching and research of flipped learning by the participants, thus suggesting the long-term positive impact professional development can have on teaching and research in higher education.
Citation
Dove, A. (2020). The Influence of the Integration of Flipped Learning. Journal of Computers in Mathematics and Science Teaching, 39(3), 231-250. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 13, 2024 from https://www.learntechlib.org/p/210655.
© 2020 AACE