Skip to main content
SpringerLink
Log in

Flipped Learning at the University Level

  • Chapter
  • First Online:
Flipped Classrooms with Diverse Learners

Part of the book series: Springer Texts in Education ((SPTE))

Abstract

The common conception (possibly a misconception) of teaching at the university level in America (among other Western countries) is that of the quintessential “Sage on the Stage.” In essence, this preconceived view takes the form of the wise and learned professor standing in front of over two hundred students sitting in an auditorium, and lecturing to them about whatever topic is on the agenda for that particular day.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 64.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 84.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Becker, L., & Denicolo, P. (2013). Teaching in higher education. New York: Sage.

    Book  Google Scholar 

  • Bishop, J., & Verleger, M. (2013) The flipped classroom: A survey of the research. Presented at 2013 ASEE Annual Conference & Exposition. Atlanta, GA.

    Google Scholar 

  • Dove, A., & Dove, E. (2015). Examining the influence of a flipped mathematics course on preservice elementary teachers’ mathematics anxiety and achievement. The Electronic Journal of Mathematics and Technology,9(2), 166–179.

    Google Scholar 

  • Enfield, J. (2013). Looking at the impact of the flipped classroom model of instruction on undergraduate multimedia students at CSUN. TechTrends,57(6), 14–27.

    Article  Google Scholar 

  • Guixin, M. (2017). Applied research on the flipped classroom teaching model from the perspective of SPOC. In The Sixth Northeast Asia International Symposium on Language, Literature and Translation, June 9–11, 2017, Datong, China.

    Google Scholar 

  • Guo, J. (2016) The application research of flipped classroom in college english teaching. In The Fifth Northeast Asia International Symposium on Language, Literature and Translation, May 26–29, 2016, Langfang, China.

    Google Scholar 

  • Guzmán-Valenzuela, C. (2013). Challenging frameworks for understanding teaching practices in higher education: The end or the beginning? Qualitative Research in Education,2(1), 65–91.

    Google Scholar 

  • Jõgi, L., Karu, K., & Krabi, K. (2015). Rethinking teaching and teaching practice at university in a lifelong learning context. International Review of Education,61(1), 61–77.

    Article  Google Scholar 

  • Johnston, N., & Karafotias, T. (2016). Flipping the classroom to meet the diverse learning needs of library and information studies (LIS) students. Journal of Education for Library and Information Science,57(3), 226–238.

    Article  Google Scholar 

  • Kehoe, T., Schofield, P., Branigan, E., & Wilmore, M. (2018). The double flip: Applying a flipped learning approach to teach the teacher and improve student satisfaction. Journal of University Teaching & Learning Practice,15(1), 1–17.

    Article  Google Scholar 

  • Korhonen, V. and Törmä, S. (2014). Engagement with a teaching career—How a group of finnish university teachers experience teacher identity and professional growth. Journal of Further and Higher Education, 40(1).

    Google Scholar 

  • Love, B., Hodge, A., Grandgenett, N., & Swift, A. (2013). Student learning and perceptions in a flipped linear algebra course. International Journal of Mathematical Education in Science and Technology,45(3), 317–324.

    Article  Google Scholar 

  • Moran, K., & Milsom, A. (2015). The flipped classroom in counselor education. Counselor Education & Supervision,54, 32–43.

    Article  Google Scholar 

  • O’Shea, P., Onderdon, J., Allen, D., & Allen, D. (2011). A technological reinvention of the textbook: A Wikibooks project. Journal of Computing in Teacher Education, 27(3).

    Google Scholar 

  • Peng, X. & Zhu, Y. (2017). Application of flipped classroom in college english writing course in an underdeveloped region in China. In The Sixth Northeast Asia International Symposium on Language, Literature and Translation, June 9–11, 2017, Datong, China.

    Google Scholar 

  • Prud’homme-Généreux, A. (2016). Student-produced videos for the flipped classroom. Journal of College Science Teaching, 45(3), 58–62.

    Google Scholar 

  • Rivera, E. (2015). Using the flipped classroom model in your library instruction course. The Reference Librarian,56, 34–41.

    Article  Google Scholar 

  • Sahin, A., Cavlazoglu, B., & Zeytuncu, Y. (2015). Flipping a college calculus course: A case study. Educational Technology & Society,18(3), 142–152.

    Google Scholar 

  • Tanner, M., & Scott, E. (2015). A flipped classroom approach to teaching systems analysis, design and implementation. Journal of Information Technology Education: Research, 14, 219–241. Retrieved on September 26 from http://www.jite.org/documents/Vol14/JITEv14ResearchP219-241Tanner1840.pdf.

  • Wang, F., & Wang, H. (2017). The impact of the EFL flipped classroom teaching model (FCTM) on student engagement. In The Sixth Northeast Asia International Symposium on Language, Literature and Translation, June 9–11, 2017, Datong, China.

    Google Scholar 

  • Zhao, L., Hui Zhao, Y., & Liu Wen, T. (2016) Gender Differences on Student Satisfaction in the Flipped Class. In The Fifth Northeast Asia International Symposium on Language, Literature and Translation, May 26–29, 2016, Langfang, China.

    Google Scholar 

  • Zhaoyang, H., Qi, J., & Haiyan, W. (2016). An analysis of the process of the internalization of english word pronunciation through chinese learning english in the listening flipped classroom. In The Fifth Northeast Asia International Symposium on Language, Literature and Translation, May 26–29, 2016, Langfang, China.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Appalachian State University, Boone, North Carolina, USA

    Patrick M. O’Shea

Authors
  1. Patrick M. O’Shea
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Patrick M. O’Shea .

Editor information

Editors and Affiliations

  1. University of London, London, UK

    Zachary Walker

  2. National University of Singapore, Singapore, Singapore

    Desiree Tan

  3. Curtin University, Singapore, Singapore

    Noi Keng Koh

Rights and permissions

Reprints and permissions

Copyright information

© 2020 Springer Nature Singapore Pte Ltd.

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

O’Shea, P.M. (2020). Flipped Learning at the University Level. In: Walker, Z., Tan, D., Koh, N.K. (eds) Flipped Classrooms with Diverse Learners. Springer Texts in Education. Springer, Singapore. https://doi.org/10.1007/978-981-15-4171-1_10

Download citation

  • DOI: https://doi.org/10.1007/978-981-15-4171-1_10

  • Published:

  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-15-4170-4

  • Online ISBN: 978-981-15-4171-1

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation