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Flipped learning : a guide for higher education faculty

Flipped learning : a guide for higher education faculty (3회 대출)

자료유형
단행본
개인저자
Talbert, Robert, (Associate professor).
서명 / 저자사항
Flipped learning : a guide for higher education faculty / Robert Talbert ; foreword by Jon Bergmann.
발행사항
Sterling, Virginia :   Stylus Publishing, LLC,   c2017.  
형태사항
xxiii, 241 p. : ill. ; 23 cm.
ISBN
9781620364314 (cloth : alk. paper) 9781620364321 (pbk. : alk. paper)
서지주기
Includes bibliographical references and index.
일반주제명
Flipped classrooms. Education, Higher.
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001 000045939659
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008 180416s2017 vaua b 001 0 eng d
010 ▼a 2016055534
020 ▼a 9781620364314 (cloth : alk. paper)
020 ▼a 9781620364321 (pbk. : alk. paper)
020 ▼z 9781620364338 (library networkable e-edition)
020 ▼z 9781620364345 (consumer e-edition)
035 ▼a (KERIS)REF000018319821
040 ▼a DLC ▼b eng ▼c DLC ▼e rda ▼d DLC ▼d 211009
050 0 0 ▼a LB1029.F55 ▼b T35 2017
082 0 0 ▼a 378.1/7 ▼2 23
084 ▼a 378.17 ▼2 DDCK
090 ▼a 378.17 ▼b T137f
100 1 ▼a Talbert, Robert, ▼c (Associate professor).
245 1 0 ▼a Flipped learning : ▼b a guide for higher education faculty / ▼c Robert Talbert ; foreword by Jon Bergmann.
260 ▼a Sterling, Virginia : ▼b Stylus Publishing, LLC, ▼c c2017.
300 ▼a xxiii, 241 p. : ▼b ill. ; ▼c 23 cm.
504 ▼a Includes bibliographical references and index.
650 0 ▼a Flipped classrooms.
650 0 ▼a Education, Higher.
945 ▼a KLPA

소장정보

No. 소장처 청구기호 등록번호 도서상태 반납예정일 예약 서비스
No. 1 소장처 중앙도서관/서고6층/ 청구기호 378.17 T137f 등록번호 111789831 도서상태 대출가능 반납예정일 예약 서비스 B M

컨텐츠정보

목차

CONTENTS
Foreword / Jon Bergmann = xi
Preface = xiii
 What This Book Is About = xiii
 Productive Failure = xv
 The Audience for and Structure of This Book = xviii
Acknowledgments = xxi
PART ONE : WHAT IS FLIPPED LEARNING?
 1. What Is Flipped Learning, And Why Use It? = 3
  The Traditional Model = 4
  A Definition of Flipped Learning (First Attempt) = 8
  Time and Space = 9
  Direct Instruction and Active Learning = 11
  A Definition of Flipped Learning (Second Attempt) = 14
  A Definition of Flipped Learning (Third Attempt) = 18
  Why Instructors Choose to Use Flipped Learning = 20
 2. The History And Theory Of Flipped Learning = 25
  A Short History of Flipped Learning = 26
  Finding the Origins of Flipped Learning = 26
  Harvard University : Eric Mazur and Peer Instruction = 28
  Cedarville University : J. Wesley Baker and the Classroom Flip = 31
  Miami University : Lage, Piatt, and Treglia''''s Inverted Classroom = 32
  Interlude : Connections Among the Origins = 34
  Secondary Education : Bergmann and Sams and the Flipped Classroom = 36
  Flipped Learning in Higher Education Since 2000 = 38
  What Does the Research Tell Us About Flipped Learning? = 40
  Theoretical Frameworks That Support Flipped Learning Practice and Research = 41
  Self-Determination Theory = 42
  Cognitive Load Theory = 45
  A Third Framework : Self-Regulated Learning = 47
  Looking Ahead = 51
 3. Models Of Flipped Learning = 52
  Case Study : Calculus = 53
  What Is the Context of the Course? = 53
  Why Was Flipped Learning Used in This Course? = 53
  What Do Students Do in the Course? What Does the Instructor Do? = 55
  Why Is This Flipped Learning? = 59
  What Are the Benefits to the Students? = 59
  Case Study : Communicating in Mathematics = 60
  What Is the Context of the Course? = 60
  Why Was Flipped Learning Used in This Course? = 62
  What Do Students Do in the Course? What Does the Instructor Do? = 64
  Why Is This Flipped Learning? = 65
  What Are the Benefits to the Students? = 66
  Case Study : Mathematical Biology = 67
  What Is the Context of the Course? = 67
  Why Was Flipped Learning Used in This Course? = 67
  What Do Students Do in the Course? What Does the Instructor Do? = 68
  Why Is This Flipped Learning? =  70
  What Are the Benefits to the Students? = 70
  Case Study : Flipped Learning in Business-Related Courses = 71
  What Is the Context of the Course? = 71
  Why Was Flipped Learning Used in This Course? = 72
  What Do Students Do in the Course? What Does the Instructor Do? = 73
  Why Is This Flipped Learning? = 73
  What Are the Benefits to the Students? = 74
  Case Study : Flipped Learning in Online and Hybrid Education Courses = 74
  What Is the Context of the Course? = 75
  Why Was Flipped Learning Used in This Course? = 75
  What Do Students Do in the Course? What Does the Instructor Do? = 76
  Why Is This Flipped Learning? = 77
  What Are the Benefits to the Students? = 78
  Case Study : Flipped Learning in Engineering Courses in Sweden = 78
  What Is the Context of the Course? = 78
  Why Was Flipped Learning Used in This Course? = 79
  What Do Students Do in the Course? What Does the Instructor Do? = 79
  Why Is This Flipped Learning? = 80
  What Are the Benefits to the Students? = 81
PART TWO : FLIPPED LEARNING DESIGN
 4. Designing A Course Around Flipped Learning = 85
  Course Design in General and Why It Matters = 85
  Wiggins/McTighe and Backward Design = 87
  Dee Fink''''s Design for Significant Learning = 88
  Fink''''s Model = 89
  How the Significant Learning Model Adapts to Flipped Learning = 92
  Seven Steps to Flipped Learning Design: An Overview = 101
 5. Designing Flipped Learning Experiences, Part I : Building The Framework For A Lesson = 103
  The Centrality of Learning Objectives = 104
  Step 1 : Determine the Learning Objectives for the Lesson = 106
   Carrying Out Step 1 = 109
   Questions and Answers About Step 1 = 110
  Step 2 : Put the Learning Objectives in Order of Complexity = 113
   Carrying Out Step 2 = 116
   Questions and Answers About Step 2 = 116
  Step 3 : Outline the Group Space Activity = 117
   Carrying Out Step 3 = 119
   Questions and Answers About Step 3 = 119
  Step 4 : Split Up the List of Learning Objectives = 120
   Carrying Out Step 4 = 123
   Questions and Answers About Step 4 = 123
   What''''s Next? = 124
 6. Designing Flipped Learning Experiences, Part 2 : Designing Effective Activities = 125
  Step 5 : Finish the Design of the Group Space Activity = 126
   The Structure of Group Space = 126
   Carrying Out Step 5 = 130
   Questions and Answers About Step 5 = 130
  Step 6 : Design and Construct the Individual Space Activity, Using the Guided Practice Model = 134
   Carrying Out Step 6  =139
   Questions and Answers About Step 6 = 140
  Step 7 : Design and Construct Any Post-Group Space Activities = 144
   Carrying Out Step 7 = 145
   Questions and Answers About Step 7 = 146
   Summing Up = 146
PART THREE : TEACHING AND LEARNING IN A FLIPPED LEARNING ENVIRONMENT
 7. Variations On A Theme = 151
  Flipped Learning in Online and Hybrid Courses = 152
  Hybrid Courses = 155
  Online Courses = 157
  Flipped Learning in a Low-Tech Setting = 161
  "Partially Flipped" Course Design = 164
  What''''s Next = 167
 8. Living And Working With Flipped Learning = 169
  What Is the Ideal Outcome of a Flipped Learning Environment? = 170
  Common Issues for Students With Flipped Learning = 171
   Issue 1 : "You''''re Not Teaching the Class" = 172
   Issue 2 : "I''''m Having to Teach Myself the Subject" = 174
   Issue 3 : "I Learn Best When I Am Lectured To" = 177
   Issue 4 : "It Takes Too Much Time Outside of Class" = 179
   Issue 5 : "I Don''''t Have a Way to Ask Questions Before Class" = 183
  How to Handle the Nonideal = 185
  Advice for the Nontenured = 188
  Managing Time and Work = 190
  Flipped Learning and the Rest of Your Career : Scholarship = 194
  Flipped Learning and the Rest of Your Career : Service = 201
  In Brief = 202
Appendix : Glossary Of Techniques And Tools = 205
References = 219
Index = 227

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