شبكة المعلومات العربية التربوية

Flipping the classroom is emerging as a unique approach to improving learner retention and transfer, and making efficient use of class time. This article reviews the literature and research that offer evidence-based implications for its practice in higher education. The purpose of the article is to help higher education instructors maximize the learning experience, make data-driven decisions, and effectively shift accountability for learning in ways that improve learner outcomes. Emphasis is placed on aspects of flipping that situate it in the field of instructional design. The author describes specific strategies and tools for flipping using a three-stage framework for instructional design that involves learning in both asynchronous and synchronous environments. Readers will take away an understanding of effective practices and basic procedures and tools used to analyze, design, develop, implement, and evaluate a flipped learning experience. (Published abstract)