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    To flip or not to flip: a critical interpretive synthesis of flipped teaching

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    Authors
    Franqueira, Virginia N. L. cc
    Tunnicliffe, Peter
    Affiliation
    University of Derby
    Issue Date
    2015-05-28
    
    Metadata
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    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.
    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
    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
    Collections
    Department of Electronics, Computing & Maths

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