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A Challenge for the Flipped Classroom: Addressing Spatial Divides
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Author(s): Russell G. Carpenter (Eastern Kentucky University, USA), Charlie Sweet (Eastern Kentucky University, USA), Hal Blythe (Eastern Kentucky University, USA), Rachel Winter (Eastern Kentucky University, USA)and Adam Bunnell (Eastern Kentucky University, USA)
Copyright: 2017
Pages: 18
Source title:
Blended Learning: Concepts, Methodologies, Tools, and Applications
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-5225-0783-3.ch085
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Abstract
Many institutions across the United States and internationally have adopted the flipped classroom pedagogical model for its potential to enhance learning and retention by creating interactive classroom environments. While the flipped model has plenty of promise, the technology involved—including access to online videos, readings, and other materials—can be problematic for students on campuses in rural settings. Furthermore, traditional classrooms designed for lecture also inhibit student mobility and flexibility, which complicates the implementation of flipped models. The authors examine the challenges faced by those attempting to incorporate flipped strategies when electronic spaces are intended to supplement physical ones.
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