Beyond Lectures: The Flipped Learning Model
ORCID Identifiers
0009-0005-4782-0246
Document Type
Book Chapter
Source of Publication
Best Practices and Strategies for Online Instructors: Insights From Higher Education Online Faculty
Publication Date
2025
Abstract
Despite the robust evidence supporting active learning, it is quite surprising that students complete weeks of lectures before an assignment, the product of their learning, is due. In such classes, learning is assumed to occur as students complete the assigned readings and attend classes without demonstrating their understanding. Alternatively, courses designed based on an active learning approach require students to showcase their learning in various tasks in a collaborative environment. The literature provides a wealth of research studies with empirical evidence of the effectiveness of active learning strategies in enhancing student achievement shifting from didactic teaching to a student-centered environment. This chapter will introduce the Flipped Learning Model as an active learning pedagogy in an online classroom. The flipped learning model aligns with the social constructivist approach as a theoretical framework that underpins active learning. Two active learning strategies will be explored in the flipped classroom context: Jigsaw Groups and Active Reading.
DOI Link
ISBN
ISBN13: 9798369344071
ISBN13 Softcover: 9798369344118
EISBN13: 9798369344088
Publisher
IGI Global Scientific Publishing
First Page
133
Last Page
166
Disciplines
Curriculum and Instruction | Educational Methods | Higher Education | Online and Distance Education
Recommended Citation
Gerges, Elissar, "Beyond Lectures: The Flipped Learning Model" (2025). All Works. 6903.
https://zuscholars.zu.ac.ae/works/6903
Indexed in Scopus
no
Open Access
no