Book Notes

Book Review: Best Practices for Flipping the College Classroom[Record]

  • Liwen Chen,
  • Tung Liang Chen,
  • Chen Fang and
  • Li Zhou

…more information

International Review of Research in Open and Distributed Learning Volume 20, Number 3 July - 2019 Book Review: Best Practices for Flipping the College Classroom Editors: Julee B. Waldrop and Melody A. Bowdon (New York: Routledge, 2016, 166 pages) Reviewed by: Liwen Chen1, Tung-Liang Chen2*, Chen Fang3, and Li Zhou41,2,3,4Chung-Hua University, Taiwan, 3,4Huaiyin Institute of Technology, China Despite the fact that flipped classrooms have attracted much attention over the past few years, it is still difficult to find abundant qualitative and quantitative evidence to illustrate how the flipped approach can be used for college-level teaching outcomes. Fourteen authors contributed to Best Practices for Flipping the College Classroom, which is the story of the remarkable adoption and growth of flipped classrooms in the U.S. Higher Education Institutions (HEIs). This book was one of a series of Best Practice in Online Teaching and Learning, edited by Julee B. Waldrop, a Clinical Professor in the School of Nursing at the University of North Carolina at Chapel Hill, and Melody A. Bowdon, an Executive Director of the Karen L. Smith Faculty Center for Teaching and Learning and Professor of Writing and Rhetoric at the University of Central Florida. The book contains 166 pages of detailed examples in the use of the flipped teaching method, not only for the sciences but also for the fields of social science, math, and health. The various contributors share their unique views to help readers comprehend the experience of flipped teaching from the perspective of both faculty and students at different levels of undergraduate and graduate studies. The last chapter (Chapter 11), entitled Conclusion: Reflecting on the Flipping Experience, in which Melody A. Bowdon, Lissa Pompos Mansfield, and Julee B. Waldrop emphasise the integration of the concepts introduced in Chapters 2-10 is particularly interesting, since it contains the authors' reflections, exposing their various viewpoints. Chapter 1, which is written by Erin Saitta, Brett Morrison, Julee B. Waldrop, and Melody A. Bowdon, gives an overall introduction and is tightly structured around the main theme of major theories related to flipped classrooms. In Chapter 2, Cherie Yestrebsky evaluates the learners' achievement in two large Chemistry Fundamentals II classes at the University of Central Florida - traditional (n=320) vs. the flipped method of teaching (n=415). Most readers will find this chapter useful, since the research results indicate that the flipped approach did not appear to benefit students with low final grades (i.e., those awarded a D or F grade); however, high achievers (i.e., those who were awarded an A or B grade) achieved better learning outcomes through flipped teaching in this difficult course. In Chapter 3, Robert Talbert provides a detailed example of how he uses course materials and guide practice to help students to take greater responsibility for their calculus at Grand Valley State University. In Chapter 4, Julee B. Waldrop uses surveys and focus groups to investigate students' responses to a flip graduate-level nursing course at the University of Central Florida, while Daniel Murphree discusses a flipped history class at the University of Central Florida in Chapter 5. Clarissa Thompson and April Martin compare students' learning outcomes and perceptions of two large introductory psychology courses at the University of Oklahoma (traditional face-to face vs. flipped method) in Chapter 6, and subsequently, Michael S. Garver describes how he integrated individual and team clicker competitions in his Central Michigan University flipped marketing classes in order to enhance students' engagement in Chapter 7. A course in economics is the setting for Chapter 8, in which the Metropolitan State University of Denver's Katherine M. Sauer arms ...