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The flipped classroom: cultivating student engagement

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dc.contributor.author Tétreault, Patricia Lynn
dc.date.accessioned 2013-12-17T17:57:53Z
dc.date.available 2013-12-17T17:57:53Z
dc.date.copyright 2013 en_US
dc.date.issued 2013-12-17
dc.identifier.uri http://hdl.handle.net/1828/5086
dc.description.abstract This project examines research on the flipped classroom approach to education, which suggests that instructional media be used to introduce course content, and that class time be focused on active learning activities while mindful of authority structures that facilitate learning. Such an approach is rooted in social constructivist theories that emphasize the active role of the learner in making meaning through social interaction. Based on the research, implications for practice are considered, such as the affordances of student engagement, differentiated instruction, access to instructional media, inclusive practices, and a sense of community belonging. Finally, three case studies are examined which illustrate and serve as exemplars of the flipped classroom. en_US
dc.language.iso en en_US
dc.subject flipped classroom en_US
dc.subject engagement en_US
dc.subject differentiated instruction en_US
dc.subject critical thinking en_US
dc.subject blended learning en_US
dc.subject inverted instruction en_US
dc.subject community of practice en_US
dc.subject educational technology en_US
dc.subject active learning en_US
dc.subject ESL en_US
dc.title The flipped classroom: cultivating student engagement en_US
dc.type project en_US
dc.contributor.supervisor Tobin, Ruthanne
dc.degree.department Department of Curriculum and Instruction en_US
dc.degree.level Master of Education M.Ed. en_US
dc.rights.temp Available to the World Wide Web en_US
dc.description.scholarlevel Graduate en_US


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