- Paperback: 264 pages
- Publisher: Stylus Publishing (April 17, 2017)
- Language: English
- ISBN-10: 1620364328
- ISBN-13: 978-1620364321
- Product Dimensions: 6 x 0.8 x 8.8 inches
- Shipping Weight: 11.2 ounces (View shipping rates and policies)
- Average Customer Review: 2 customer reviews
- Amazon Best Sellers Rank: #282,800 in Books (See Top 100 in Books)
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Flipped Learning: A Guide for Higher Education Faculty
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"The course design process, the tools and tips, and the excellent index make Flipped Learning worth a read. (Technical Communications)
“Robert Talbert provides the ultimate guide to flipping the classroom ― moving the information transfer out of the classroom and the thinking back in! Whether you are just considering revising your approach to teaching or already a seasoned ‘flipper’, this book is a must-have reference.” (Eric Mazur Harvard University)
“Robert Talbert provides an insightful introduction to flipped learning and why it works, along with practical teaching strategies for instructors both new to and familiar with flipped learning. The book’s course design and lesson planning guides are clear and useful, and the examples from math and other disciplines provide a concrete vision of flipped learning in practice. I know I will keep this book handy during my summer course prep!” (Derek Bruff, director of the Vanderbilt University Center for Teaching, and senior lecturer in the Vanderbilt Department of Mathematics)
“Robert Talbert’s Flipped Learning challenges us to think about this approach as much more than just putting videos online, diving into the real story of how and why flipping works. The models, examples, and detailed explanations presented in this book will inspire faculty to try flipping if they haven’t already, and for those who have, will show them how to make the approach work even better.” (Michelle Miller, Director, First Year Learning Initiative and Professor, Department of Psychological Sciences Northern Arizona University)
From the Foreword:
“This book presents flipped learning in simple terms which will lead to greater adoption of flipped learning in universities around the globe. So if you are kicking the tires of flipped learning, stop what you are doing and read this book. After reading it, you will have a clear path to flip your classes." (Jon Bergmann, Flipped Learning Pioneer and Founder of the Flipped Learning Global Initiative)
“Think you know what flipped learning is? Think again. I had to. It’s not about technology, recording your lectures, or physical classrooms. This is why you have to read Robert Talbert’s Flipped Learning. It’s the definitive book on the pedagogy, with a new and refreshing perspective. Talbert relates flipped learning to theories of motivation, cognitive load, and self-regulated learning and gives step-by-step directions for flipping your course, along with plenty of examples, answers to typical questions, and variations for hybrid and online courses.” (Linda B. Nilson, Director Emeritus, Office of Teaching Effectiveness and Innovation Clemson University)
About the Author
Robert Talbert is an Associate Professor in the Mathematics Department at Grand Valley State University. His primary research interests are the scholarship of teaching and learning, focusing on flipped learning, alternative grading practices, and teaching with technology. He facilitates workshops, presents and keynotes on these topics.
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The theory of flipped learning appears to be quite sound, but many actual flipped learning experiences turn out to be failures. The reasons why a flipped learning experience might be unsuccessful include:
• Failing to provide adequate online learning resources: video versions of last year’s class lectures are not generally adequate.
• Failing to track students’ online progress: if students are not completing the online learning, urgent corrective action is required.
• Failing to prepare and deliver appropriately targeted class activities: group time which is too challenging or not challenging enough can lead to disengagement.
• Failing to deal with student expectations: in flipped learning the teacher becomes the learning coach, rather than the primary content deliverer.
• Failing to provide students with adequate learning support: the teacher as learning coach needs to be available at the points of greatest need.
I found some parts of the book fairly heavy going, but in my view the book provides a detailed and balanced overview of the practice of flipped learning as it applies to higher education contexts. Whereas most other resources on flipped learning simply extol the benefits of the practice or provide instructions on how to do it, this book gives detailed guidance on the types of obstacles which you will need to overcome in order to succeed. As such, I strongly recommend the book to anyone considering implementing flipped learning in a higher education context.