The flipped classroom: cultivating student engagement
| dc.contributor.author | Tétreault, Patricia Lynn | |
| dc.contributor.supervisor | Tobin, Ruthanne | |
| 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.degree.department | Department of Curriculum and Instruction | en_US |
| dc.degree.level | Master of Education M.Ed. | en_US |
| 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.description.scholarlevel | Graduate | en_US |
| dc.identifier.uri | http://hdl.handle.net/1828/5086 | |
| dc.language.iso | en | en_US |
| dc.rights.temp | Available to the World Wide Web | 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 |