Document Type

Conference Paper

Publication Date

2014

Publication Title

Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference

Pages

2756-2759

Conference Name

ITE 2014: 25th Society for Information Technology & Teacher Education International Conference, Jacksonville, Florida, March 17, 2014

Abstract

Over the past 20 years some higher education instructors have increased their technology use as a way to extend and enhance students’ understanding and move away from the traditional lecture approach. One recent strategy is to use a flipped classroom approach and have students use technology to access the lecture and other instructional resources outside the classroom; this leaves the in-class time to engage in active learning. However, at this time there are no empirically-based flipped classroom frameworks. The purpose of this study is to fill this gap in the academic literature and develop a framework. This will provide a springboard for other scholars and practitioners to further examine the efficacy of this specific blended approach to learning and effective approaches that can be adapted to meet the needs of their students.

Comments

Copyright © 2014 by the Association for the Advancement of Computing in Education (AACE). [http://www.aace.org]. Reprinted with permission of AACE.

Publisher's version available at: https://www.learntechlib.org/p/131212/

ORCID

0000-0002-1775-8219 (Crompton), 0000-0002-7603-6021 (Dunkerly-Bean), 0000-0002-8016-6208 (Giannakos)

Original Publication Citation

Crompton, H., Dunkerly-Bean, J., & Giannakos, M. (2014). Flipping the classroom in higher education: A design-based research study to develop a flipped classroom framework. Paper presented at the SITE 2014: 25th Society for Information Technology & Teacher Education International Conference, Jacksonville, Florida, March 17, 2014.

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