Hdl Handle:
http://hdl.handle.net/10545/605002
Title:
To flip or not to flip: a critical interpretive synthesis of flipped teaching
Authors:
Franqueira, Virginia N. L. ( 0000-0003-1332-9115 ) ; Tunnicliffe, Peter
Abstract:
It became almost fashionable to refer to the term “flipped” in higher education. Expressions like flipped learning and flipped classroom are often used interchangeably as an indication of innovation, flexibility, creativity and pedagogical evolution. We performed an exploratory study on this topic following the Critical Interpretive Synthesis methodology for analysis of the literature. Our findings indicated that the term “Flipped Learning” is misleading and that, in fact, the synthetic concept behind it is “Flipped Teaching”. We derived a synthesising argument, in the format of two synthesis models, of the potential benefits promoted by flipped teaching and the potential issues which affect its success in practice. Those models allow STEM course tutors not only to make informed decisions about whether to flip teaching or not, but also to better prepare for flipping.
Affiliation:
University of Derby
Citation:
Franqueira V.N.L., Tunnicliffe P. (2015) To Flip or Not to Flip: A Critical Interpretive Synthesis of Flipped Teaching. In: L. Uskov V., Howlett R., Jain L. (eds) Smart Education and Smart e-Learning. Smart Innovation, Systems and Technologies, vol 41. London : Springer, pp. 57-67.
Publisher:
Springer International Publishing
Issue Date:
28-May-2015
URI:
http://hdl.handle.net/10545/605002
Additional Links:
http://link.springer.com/chapter/10.1007%2F978-3-319-19875-0_6
Type:
Book chapter
Language:
en
Series/Report no.:
Smart Innovation, Systems and Technologies
ISBN:
978-3-319-19875-0
Appears in Collections:
Department of Electronics, Computing & Maths

Full metadata record

DC FieldValue Language
dc.contributor.authorFranqueira, Virginia N. L.en
dc.contributor.authorTunnicliffe, Peteren
dc.date.accessioned2016-04-11T12:47:10Zen
dc.date.available2016-04-11T12:47:10Zen
dc.date.issued2015-05-28en
dc.identifier.citationFranqueira V.N.L., Tunnicliffe P. (2015) To Flip or Not to Flip: A Critical Interpretive Synthesis of Flipped Teaching. In: L. Uskov V., Howlett R., Jain L. (eds) Smart Education and Smart e-Learning. Smart Innovation, Systems and Technologies, vol 41. London : Springer, pp. 57-67.en
dc.identifier.isbn978-3-319-19875-0en
dc.identifier.urihttp://hdl.handle.net/10545/605002en
dc.description.abstractIt became almost fashionable to refer to the term “flipped” in higher education. Expressions like flipped learning and flipped classroom are often used interchangeably as an indication of innovation, flexibility, creativity and pedagogical evolution. We performed an exploratory study on this topic following the Critical Interpretive Synthesis methodology for analysis of the literature. Our findings indicated that the term “Flipped Learning” is misleading and that, in fact, the synthetic concept behind it is “Flipped Teaching”. We derived a synthesising argument, in the format of two synthesis models, of the potential benefits promoted by flipped teaching and the potential issues which affect its success in practice. Those models allow STEM course tutors not only to make informed decisions about whether to flip teaching or not, but also to better prepare for flipping.en
dc.language.isoenen
dc.publisherSpringer International Publishingen
dc.relation.ispartofseriesSmart Innovation, Systems and Technologiesen
dc.relation.urlhttp://link.springer.com/chapter/10.1007%2F978-3-319-19875-0_6en
dc.subjectFlipped learningen
dc.subjectTeachingen
dc.subjectPedagogyen
dc.subjectHigher educationen
dc.titleTo flip or not to flip: a critical interpretive synthesis of flipped teachingen
dc.typeBook chapteren
dc.contributor.departmentUniversity of Derbyen
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