The Flipped College Classroom

1. Front Matter

   Pages i-xviii

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2. The Flipped College Classroom: An Overview

   1. Front Matter

      Pages 1-1

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   2. The Flipped Classroom: A Brief, Brief History

      • J. Edward Bates, Hasan Almekdash, Maggie J. Gilchrest-Dunnam

      Pages 3-10

   3. Step by Step, Slowly I Flip

      • Betina Hsieh

      Pages 11-36

   4. Tools of the Trade: What Do You Need to Flip?

      • Steven R. Crawford, Jinnette Senecal

      Pages 37-50

   5. Considerations When Evaluating the Classroom Flip Instructional Technique

      • Sarah E. Zappe, Thomas A. Litzinger

      Pages 51-62

3. The Flipped College Classroom: Case Studies

   1. Front Matter

      Pages 63-63

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   2. Flipping the Humanities

      • Jennifer Black, Stephanie Cox, Jeffrey Browitt, Kevin Gannon, Brenda Ravenscroft, Kristi Shamburger et al.

      Pages 65-88

   3. Flipping Education

      • Xornam S. Apedoe, Sherry A. Long, Jacqueline A. Morris, Ayles-Anne Wilson, Rebecca J. Morris, Stephen D. Kroeger et al.

      Pages 89-123

   4. Flipping Engineering

      • Marnie Jamieson, John M. Shaw, Norma Nocente, Monica H. Lamm, Catherine E. Brewer, Glen Miller et al.

      Pages 125-147

   5. Flipping STEM

      • Adrienne Williams, Zhiru Sun, Kui Xie, Esteban Garcia, Iryna Ashby, Marisa Exter et al.

      Pages 149-186

   6. Flipping Health Sciences

      • Sacha Johnson, Susan Galindo, Brenda L. Janotha, Charlotte Farris, John Bowman, Elaine Demps et al.

      Pages 187-205

   7. Flipping Other Areas

      • Anne Alexander, Grace Onodipe, Femi Ayadi, River Lin

      Pages 207-223

4. Back Matter

   Pages 225-261

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This book provides a descriptive, progressive narrative on the flipped classroom including its history, connection to theory, structure, and strategies for implementation. Important questions to consider when evaluating the purpose and effectiveness of flipping are answered. The book also highlights case studies of flipped higher education classrooms within five different subject areas. Each case study is similarly structured to highlight the reasons behind flipping, principles guiding flipped instructions, strategies used, and lessons learned. An appendix that contains lesson plans, course schedules, and descriptions of specific activities is also included.

• Flipped classrooms
• Flipped classrooms in higher education
• Flipped learning
• Instructional design
• Instructional design for higher education
• Technology and flipped classrooms
• learning and instruction

• Georgia Southern University , STATESBORO, USA

  Lucy Santos Green

• Northeastern Illinois University , CHICAGO, USA

  Jennifer R. Banas

• Boise State University , BOISE, USA

  Ross A. Perkins

Lucy Santos Green is an associate professor in the Department of Leadership, Technology, and Human Development and an affiliate faculty member for both the Institute for Interdisciplinary STEM Education and the Center for the Study of International Schooling at Georgia Southern University. She holds a Master in Library and Information Science from Texas Woman’s University and a Doctorate in Instructional Technology from Texas Tech University.  Jennifer Banas is an associate professor in the College of Education at Northeastern Illinois University. Previous to this appointment she served as an instructional designer, faculty member and dean for a completely online institution, the American College of Education. Other career experience includes teaching high school health education, working as a county health educator, and conducting professional development with hospital employees and community members. Jennifer earned both her Doctorate in Instructional Technology and Master of Education in Curriculum & Design at Northern Illinois University. She also holds a Master of Public Health from the University of Illinois-Chicago. She completed her Bachelor of Science in Community Health at the University of Illinois, Champaign-Urbana.

Ross Perkins is an associate professor in the Department of Educational Technology at Boise State University where he serves as the coordinator of the online Ed. D. program. The focus of his research is on the diffusion of innovations as related to the adoption, implementation, and evaluation of technology tools and educational techniques. Dr. Perkins earned both a Master’s and Ph. D. in Curriculum and Instruction (Instructional Technology emphasis) at Virginia Tech University. 

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