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dc.contributor.authorSmith, Matthew
dc.contributor.authorGurton, Paul
dc.date.accessioned2019-07-12T09:57:35Z
dc.date.available2019-07-12T09:57:35Z
dc.date.issued2019-06-28
dc.identifier.urihttp://hdl.handle.net/2436/622544
dc.descriptionPresentation delivered at the Institute of Education Research Conference, The University of Wolverhampton, 28th June 2019.en
dc.description.abstractThe very term “flipped classroom” describes how the locations for learning events are inverted (Wilson, 2013). Abeysekera & Dawson list six characteristics of flipping learning, most of which demonstrate a clear inversion of the more normative, traditional approach to learning activities, which they call “moving tasks in time and space” (Abeysekera & Dawson, 2015 p2). They list some examples of this as transferring what would traditionally have happened in class (i.e. the teaching of the subject material) to an out-of-class activity and, conversely doing activities traditionally considered homework (such as working on problems after teacher input) in the classroom. These in-class activities emphasise active learning and peer learning, facilitated through pre- and post-class activities, and the use of technology (Abeysekera & Dawson, 2015; Yough et al., 2017).en
dc.formatapplication/vnd.openxmlformats-officedocument.presentationml.presentationen
dc.language.isoenen
dc.relation.urlhttps://www.wlv.ac.uk/research/institutes-and-centres/education-observatory/events/en
dc.subjectFlipped Learningen
dc.subjectMobile learningen
dc.subjectPedagogyen
dc.titleFlipped Learning in Teacher Educationen
dc.typePresentationen
dc.date.updated2019-06-28T13:52:37Z
pubs.place-of-publicationWolverhampton
rioxxterms.funderUniversity of Wolverhamptonen
rioxxterms.identifier.projectUOW120719MSen
rioxxterms.versionVoRen
rioxxterms.licenseref.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/en
rioxxterms.licenseref.startdate2019-07-12en
refterms.dateFCD2019-07-12T09:47:55Z
refterms.versionFCDVoR
refterms.dateFOA2019-07-12T09:57:35Z


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