Welcome to the InfoSci Platform
Reference Hub7
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

Dianna L. Newman, Meghan Morris Deyoe, Kenneth A. Connor, Jessica M. Lamendola
Copyright: © 2015 |Pages: 19
ISBN13: 9781466682467|ISBN10: 1466682469|EISBN13: 9781466682474
DOI: 10.4018/978-1-4666-8246-7.ch002
Cite Chapter Cite Chapter

MLA

Newman, Dianna L., et al. "Flipping STEM Learning: Impact on Students' Process of Learning and Faculty Instructional Activities." Curriculum Design and Classroom Management: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2015, pp. 23-41. https://doi.org/10.4018/978-1-4666-8246-7.ch002

APA

Newman, D. L., Deyoe, M. M., Connor, K. A., & Lamendola, J. M. (2015). Flipping STEM Learning: Impact on Students' Process of Learning and Faculty Instructional Activities. In I. Management Association (Ed.), Curriculum Design and Classroom Management: Concepts, Methodologies, Tools, and Applications (pp. 23-41). IGI Global. https://doi.org/10.4018/978-1-4666-8246-7.ch002

Chicago

Newman, Dianna L., et al. "Flipping STEM Learning: Impact on Students' Process of Learning and Faculty Instructional Activities." In Curriculum Design and Classroom Management: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 23-41. Hershey, PA: IGI Global, 2015. https://doi.org/10.4018/978-1-4666-8246-7.ch002

Export Reference

Mendeley
Favorite

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.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.