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ERIC Number: EJ1106322
Record Type: Journal
Publication Date: 2016
Pages: 9
Abstractor: As Provided
ISSN: EISSN-1812-9129
Flipping the Graduate Qualitative Research Methods Classroom: Did It Lead to Flipped Learning?
Earley, Mark
International Journal of Teaching and Learning in Higher Education, v28 n1 p139-147 2016
The flipped, or inverted, classroom has gained popularity in a variety of fields and at a variety of educational levels, from K-12 through higher education. This paper describes the author's positive experience flipping a graduate qualitative research methods classroom. After a review of the current literature on flipped classrooms in higher education, the author discusses his reasons for flipping, the steps he took to create the flipped classroom, and the outcomes of the flipped classroom experience. The author evaluates whether flipped learning occurred according to the four pillars of FLIP (FLN, 2014) and discusses suggestions for both future researchers and future classroom flippers.
International Society for Exploring Teaching and Learning. Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ohio
Grant or Contract Numbers: N/A