Modified Flipped Classroom: A Project-Based Spiraling Curriculum Model to Support Learning Efficiency and Engagement

ID: 50624 Type: Brief Paper
  1. Jing Liu, Xi’an Radio & Television University, China
  2. J. Michael Blocher, Shadow Armfield, and Elizabeth Moore, Northern Arizona University, United States

Wednesday, March 8 11:30-11:50 AM Location: Capitol H View on map

Presider: Henry Gillow-Wiles, Southern Oregon University, United States

Abstract: An international collaboration between a Chinese Visiting Scholar and faculty at a US College of Education provided the opportunity to share, investigate and evaluate a flipped classroom model that endeavors to make the best use of in-class time. By focusing on project-based spiraling curriculum, where students practice everyday classroom teacher tasks, the researchers were able to identify and define a modified flipped classroom model that focuses on in-class development of technology integration understandings and skills through hands-on practice for these preservice teachers. This paper will; a) provide a brief historical background and foundation for the flipped classroom, and b) provide evaluation data of a technology integration course that was designed in a modified flipped classroom approach to take advantage of in class time to increase student-centered engagement in a teacher preparation course.


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