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Flipping STEM Learning: Impact on Students’ Process of Learning and Faculty Instructional Activities

Flipping STEM Learning: Impact on Students’ Process of Learning and Faculty Instructional Activities
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Author(s): Dianna L. Newman (SUNY Albany, USA), Meghan Morris Deyoe (SUNY Albany, USA), Kenneth A. Connor (Rensselaer Polytechnic Institute, USA) and Jessica M. Lamendola (SUNY Albany, USA)
Copyright: 2014
Pages: 19
Source title: Promoting Active Learning through the Flipped Classroom Model
Source Author(s)/Editor(s): Jared Keengwe (University of North Dakota, USA), Grace Onchwari (University of North Dakota, USA) and James N. Oigara (Canisius College, USA)
DOI: 10.4018/978-1-4666-4987-3.ch006

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Abstract

The call for reform in education, based on the recognition of an increased role of technology, as well as the rapid advancement of technology types and uses, requires major changes to traditional methods of teaching. The purpose of this chapter is to present the results of the use of a flipped classroom approach in a higher education STEM course. The chapter includes information on the development and structure of the flipped classroom, the role of video lectures and active learning in supporting flipped instruction, the value of prior experience as a concomitant variable, and the benefits and limitations of the approach. Examination of findings supports this new method of instruction and learning; however, some student hesitance to move beyond traditional instruction suggests a need to implement the approach as a continuum, beginning with segments, then moving to a blended technique, with final transition into a totally flipped classroom. This process supports instructor development and student buy-in while allowing for formative assessment of resources and increasing of student efficacy.

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