Handbook of Research on Active Learning and the Flipped Classroom Model in the Digital Age

Handbook of Research on Active Learning and the Flipped Classroom Model in the Digital Age

Jared Keengwe, Grace Onchwari
Indexed In: SCOPUS View 1 More Indices
Release Date: November, 2015|Copyright: © 2016 |Pages: 450
DOI: 10.4018/978-1-4666-9680-8
ISBN13: 9781466696808|ISBN10: 146669680X|EISBN13: 9781466696815
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Description & Coverage
Description:

The notion of a flipped classroom draws on such concepts as active learning, student engagement, hybrid course design, and course podcasting. The value of a flipped class is in the repurposing of class time into a workshop where students can inquire about lecture content, test their skills in applying knowledge, and interact with one another in hands-on activities.

The Handbook of Research on Active Learning and the Flipped Classroom Model in the Digital Age highlights current research on the latest trends in education with an emphasis on the technologies being used to meet learning objectives. Focusing on teaching strategies, learner engagement, student interaction, and digital tools for learning, this handbook of research is an essential resource for current and future educators, instructional designers, IT specialists, school administrators, and researchers in the field of education.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

  • Cooperative Learning
  • Educational Technologies
  • Flexible Learning
  • Hybrid Teaching
  • Massive Open Online Courses (MOOCs)
  • Online Learning Environments
  • Teacher Education
Reviews & Statements

Editors Jared Keengwe and Grace Onchwari present readers with a collection of academic articles and essays that together provide a handbook of contemporary research on the flipped classroom model and active learning in the digital age. The twenty contributions that make up the main body of the text cover understanding flipped instructions and how they work in the real world, instructional re-design for an active flipped classroom, mobile learning as a bridge technology of learner behavior in a flipped classroom model, and several other related subjects.

– ProtoView Reviews
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Editor/Author Biographies
Jared Sagini Keengwe is a Professor at the University of North Dakota (UND) and serves as the Director of the Undergraduate Elementary Education program. He is the editor-in-chief of two IGI Global Book Series: Advances in Higher Education and Professional Development (AHEPD) and Advances in Early Childhood and K-12 Education (AECKE). Prof. Keengwe has published several books and manuscripts in refereed journals. His work was honored with the UND Foundation/McDermott Faculty Award for Excellence in Academic Advising. He was a recipient of the North Dakota Spirit Faculty Achievement Award in recognition of significant contributions in teaching, research, and service. At the national level, Prof. Keengwe was a recipient of the International Institute of Education Fellowship under the Carnegie African Diaspora Fellowship Program (CADFP) – a scholar fellowship program for educational projects at African higher education institutions. The program is funded by a grant from Carnegie Corporation of New York (CCNY).
Dr. Grace Onchwari is an Associate Professor in the Department of Teaching and Learning at the University of North Dakota, USA, where she teaches a variety of graduate and undergraduate courses in early childhood education. She is also the coordinator of the early childhood program. Her research focuses on teacher professional development, immigrant children, Head Start, and mentor-coaching. Dr. Onchwari’s academic background includes a postgraduate diploma in education, Masters in child development and early childhood education and a doctoral degree in curriculum instruction with an early childhood education emphasis. Dr. Onchwari has researched and authored articles and book chapters with a focus on these areas. She is also the co-editor of the book titled “Cross-Cultural Considerations in the Education of Young Immigrant Learners.”
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