A Half-Flipped Classroom or an Alternative Approach?: Primary Sources and Blended Learning

Autor/in	Westermann, Edward B.
Titel	A Half-Flipped Classroom or an Alternative Approach?: Primary Sources and Blended Learning
Quelle	In: Educational Research Quarterly, 38 (2014) 2, S.43-57 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0196-5042
Schlagwörter	Blended Learning; Educational Technology; Video Technology; History Instruction; European History; Primary Sources; Teaching Methods; Web Based Instruction; Conventional Instruction; Cooperative Learning; Active Learning; Student Evaluation of Teacher Performance; College Students; Texas + Suchen Sie Ihr Suchwort? Unterrichtsmedien; History lessons; Geschichtsunterricht; Primärquelle; Teaching method; Lehrmethode; Unterrichtsmethode; Web Based Training; Kooperatives Lernen; Aktives Lernen; Collegestudent
Abstract	This paper examines an alternate approach to the "flipped" classroom paradigm for an upper level history class using a blended on-line and in-class format. The concept of the flipped classroom has received increasing emphasis based on its potential to create a student-centered learning environment that incorporates practical instruction along with collaborative techniques. The use of flipping has largely been tied to the incorporation of video technology either in the form of a student practicum or an instructor lecture via on-line delivery combined with a classroom meeting involving collaboration and/or application exercises in the face-to-face session. With respect to flipping the history classroom, this paper offers the results from an upper division history course in which historical primary sources were introduced in the on-line portion of a hybrid class. The use of the primary sources also included a bi-modal collaborative mechanism, since students collaborated by sharing their thoughts prior to class and the start of the class incorporated a student-centered collaborative exercise based on the primary sources. This collaborative discussion on the primary sources served as the gateway into the broader topic discussion. This paper describes this process and uses student feedback to evaluate the effectiveness of this methodological approach. (As Provided).
Anmerkungen	Behavioral Research Press. Grambling State University, Math Department, P.O. Box 1191, Grambling, LA 71245. Tel: 318-274-2425; Web site: http://erquarterly.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01