Overview
- Showcases the success of flipped teaching methods across a wide range of learner ages and ability levels, contexts, and subjects
- Analyzes the strengths and weaknesses of flipping and the research supporting these claims
- Provides guidance for educators on how to implement flipped classes
Part of the book series: Springer Texts in Education (SPTE)
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Table of contents (17 chapters)
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Front Matter
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Primary and Secondary Learning
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Front Matter
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Higher Education and Adult Learning
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Front Matter
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Keywords
About this book
This book addresses the background of classroom flipping, explores the theoretical underpinnings for why flipping works, and shares current success stories in practice. It provides diverse international examples of classroom flipping for all ages, includes discussions of the authors’ studies in the context of the existing research, and illustrates the impact that classroom flipping has had across a range of educational settings instead of focusing on a specific domain or learner context. Intended as a handbook for practitioners, the analysis of commonly used, highly effective techniques for learners of various ages fills a major gap in the literature. It offers a valuable resource for educators, helping them make the flipped learning experience an impactful and meaningful one.
Editors and Affiliations
About the editors
Dr. Zachary Walker is a faculty member at the Institute of Education, University College London. He has worked in the United States, Asia, England, Europe, Central America, and the Caribbean, and with UNESCO’s International Bureau of Education, on issues related to inclusive educational policy. His current research focuses on innovative pedagogies, inclusive practices, and leadership.
Desiree S. Tan is a Research Assistant at the National Institute of Education, Nanyang Technological University. Her ongoing research includes a wide variety of topics such as curriculum design, employment preparation, flipped learning, intellectual and developmental disabilities, mathematics difficulties, mobile technology usage, simulation and serious gaming, special education, the technology acceptance model, team-based learning, translating neuroscience for educators, and virtual and augmented reality usage.
Dr. Koh Noi Keng, Ph.D is the Director of Research, Curtin University, Singapore, after serving 17 years at the National Institute of Education, Nanyang Technological University, Singapore as Director of the Center for Financial Literacy. She was the programme leader who designed and taught postgraduate courses for accounting, business, economics, and finance education and was a Principal Investigator for mobile learning, technology-rich learning environment and engaging pedagogies for learners' research projects. She was also a consultant to the National Healthcare Group, Pearson and Citigroup.
Bibliographic Information
Book Title: Flipped Classrooms with Diverse Learners
Book Subtitle: International Perspectives
Editors: Zachary Walker, Desiree Tan, Noi Keng Koh
Series Title: Springer Texts in Education
DOI: https://doi.org/10.1007/978-981-15-4171-1
Publisher: Springer Singapore
eBook Packages: Education, Education (R0)
Copyright Information: Springer Nature Singapore Pte Ltd. 2020
Softcover ISBN: 978-981-15-4170-4Published: 30 June 2020
eBook ISBN: 978-981-15-4171-1Published: 29 June 2020
Series ISSN: 2366-7672
Series E-ISSN: 2366-7680
Edition Number: 1
Number of Pages: VIII, 295
Number of Illustrations: 7 b/w illustrations, 42 illustrations in colour
Topics: Learning & Instruction, Educational Technology, Professional & Vocational Education, Teaching and Teacher Education