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Flipped or Inverted Learning: Strategies for Course Design

Flipped or Inverted Learning: Strategies for Course Design

Christine Davis
Copyright: © 2013 |Pages: 25
ISBN13: 9781466639621|ISBN10: 1466639628|EISBN13: 9781466639638
DOI: 10.4018/978-1-4666-3962-1.ch017
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MLA

Davis, Christine. "Flipped or Inverted Learning: Strategies for Course Design." Enhancing Instruction with Visual Media: Utilizing Video and Lecture Capture, edited by Ellen G. Smyth and John X. Volker, IGI Global, 2013, pp. 241-265. https://doi.org/10.4018/978-1-4666-3962-1.ch017

APA

Davis, C. (2013). Flipped or Inverted Learning: Strategies for Course Design. In E. Smyth & J. Volker (Eds.), Enhancing Instruction with Visual Media: Utilizing Video and Lecture Capture (pp. 241-265). IGI Global. https://doi.org/10.4018/978-1-4666-3962-1.ch017

Chicago

Davis, Christine. "Flipped or Inverted Learning: Strategies for Course Design." In Enhancing Instruction with Visual Media: Utilizing Video and Lecture Capture, edited by Ellen G. Smyth and John X. Volker, 241-265. Hershey, PA: IGI Global, 2013. https://doi.org/10.4018/978-1-4666-3962-1.ch017

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Abstract

A number of researchers have explored the use of multimedia to support instruction in inverted classrooms providing a functional approach for university face-to-face and hybrid courses. Students in inverted learning work online before class listening to prerecorded lectures and completing related activities reserving class time for problem solving, projects, authentic applications, and reflection. The purpose of this chapter is to explore the value of cognitive and metacognitive elements in flipped – also known as inverted – learning that promote active learning. Practical strategies for course design and technical considerations related to how multimedia tools can be used to deliver and support instruction are also addressed.

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