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2019-06-28
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The 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).
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Presentation delivered at the Institute of Education Research Conference, The University of Wolverhampton, 28th June 2019.