In 13 chapters, instructors from the US, Czech Republic, and Australia consider the implementation of the flipped classroom at the university level, and aspects like planning, funding, working within educational or administrative guidelines, core classes, student perspectives, assessment, and technological considerations. They address discipline-specific aspects in English, pre-calculus, composition, foreign language, accounting, and organic chemistry, and institutional aspects, including spatial considerations, challenges with flipping the classroom and solutions to them, preparing students, peer instruction, the flipped classroom as a space, and creating materials.
– ProtoView Book Abstracts (formerly Book News, Inc.)
This critical assessment across disciplines addresses challenges related to institutional traditions, existing beliefs of long-standing faculty, and perceived challenges from both the instructors and students of the flipped classroom. [...] While challenges abound for successful implementation, this text offers a variety of solutions and recommendations to support academics whom are actively promoting critical thinking and conceptual understanding among their students.
– Vicki Johnson-Lawrence, MS, PhD, Public Health and Health Sciences Department, University of Michigan
Highly recommended for instructors or institutional-level administrators in higher education who are currently implementing flipped classrooms or considering implementing them in future. This book is replete with useful and practical advice on what factors to consider when designing and implementing a flipped classroom. Furthermore, the book also provides an extensive list of academic, practitioner, and popular media references relating to the flipped classroom approach. As such, it provides a one-stop shop for one to get started on their research in preparation for designing and implementing a flipped classroom.
– Dr. Lakmal Abeysekera, Monash University, Australia