Abstract
This paper provides an introduction to, an overview of, and a consideration of some of the evidence for the adoption of flipped classroom techniques in higher education. Through a discussion of recent research papers on the subject, this paper concludes that there is strong evidence to support the adoption of flipped classroom techniques. However, the adoption of such techniques is worthwhile not because they can, in and of themselves, improve teaching and learning, but because they allow for more active approaches to teaching and learning to take place.
Original language | English |
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Pages (from-to) | 14 |
Number of pages | 31 |
Journal | Innovative Practice in Higher Education |
Volume | 3 |
Issue number | 2 |
Publication status | Published - 1 Apr 2018 |
Bibliographical note
ISSN: 2044-3315Keywords
- flipped classroom
- Active learning
- teaching and learning
- pedagogy
- Flipped learning