Abstract

In the early mid-2000s Jon Bergman and Aaron Sams publicized "Flipped Learning", the instructional strategy that reverses the traditional in class lecture format by having students receive instructional content online, outside of the classroom, while class time is then used for applied practice and active learning. By altering the traditional classroom format that has been used for decades, this study looks to understand the influence the flipped classroom has on student-teacher relationships within the setting of a flipped classroom. Thus, I examine teachers' attitudes toward the flipped classroom to understand the affordances and limitations of this instructional design and its impact on student-teacher relationships.

Advisor

Weller, Melissa

Department

Communication

Disciplines

Elementary Education and Teaching | Higher Education and Teaching | Secondary Education and Teaching

Keywords

lended Learning, Flipped Classroom, Flipped Learning

Publication Date

2020

Degree Granted

Bachelor of Arts

Document Type

Senior Independent Study Thesis

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