The combination of rapidly-accumulating research on the effectiveness of active learning combined with improvements in technology has created an ideal environment for almost any instructor to move their courses from a traditional to a flipped model. Many articles on flipped learning contain misconceptions that can lead potential practitioners into error or away from using flipped learning entirely, to the detriment of their students and themselves. This article looks at some of the myths about flipped learning and provides contradictory facts about this pedagogical approach.
Research Professor on society, culture, art, cognition, critical thinking, intelligence, creativity, neuroscience, autopoiesis, self-organization, complexity, systems, networks, rhizomes, leadership, sustainability, thinkers, futures ++
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Nikolai Bogdanov Belsky