Abstract
This chapter introduces flipped learning, a student-centric pedagogy in which lecture is moved to the online environment and class time is spent engaging in active learning experiences. Following a discussion of the definition and history of flipped learning, the chapter presents eight principles to follow when designing a flipped experience and provides guidance on selecting topics or class periods to flip. The potential advantages and disadvantages of flipped learning are discussed, the primary advantage being the potential to teach a broad range of learning goals that cannot be taught as effectively in a lecture-based course. The remaining chapters examine the research on flipped learning and explain how to create flipped experiences that capitalize on their benefits and mitigate their disadvantages.
Flipped learning, in which the lecture is moved to the online environment and class time is spent engaging in active forms of learning, is a relatively new pedagogy that has become increasingly popular over the last several years (Yarbro et al. 2014). The promise of the flipped classroom (also referred to as inverted classroom) has been touted in influential publications such as the New York Times (Fitzpatrick 2012; Rosenberg 2013), Science (Mazur 2009), and The Chronicle of Higher Education (Berrett 2012). Unfortunately, the rapid rise in popularity of this teaching technique has outpaced the available information on its effectiveness and fit for different academic disciplines and different types of courses (e.g. introductory classes, seminars, skills courses).
Notes
1. Courses that do not include some form of digitized lecture will not be considered flipped learning.
2. Flipped learning can include occasional mini-lectures that clear up confusion or misunderstanding of the readings or digitized lecture.
3. While some researchers (e.g. Koo et al. 2016) label hybrid classes as flipped learning, a stricter definition of flipped learning is employed in this book
