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ERIC Number: EJ1130693
Record Type: Journal
Publication Date: 2017-Mar
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1040-726X
Flipped Classrooms: A Review of Key Ideas and Recommendations for Practice
DeLozier, Sarah J.; Rhodes, Matthew G.
Educational Psychology Review, v29 n1 p141-151 Mar 2017
Flipped classrooms refer to the practice of assigning lectures outside of class and devoting class time to a variety of learning activities. In this review, we discuss the range of approaches to the flipped classroom and focus on activities frequently used in these settings. Amongst these, we examine both out-of-class activities (e.g., video lectures) and in-class activities (e.g., quizzes, student discussions). We argue that the value of these activities reflects the particular cognitive processes engaged by the activity regardless of whether the setting is the traditional (lecture-based) classroom or the flipped classroom. Future work should continue to examine the influence of individual activities on student learning and behaviors, particularly when objective measures of learning, such as quizzes and exams, are held constant.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: DGE1321845