Overview

With the integration of technology into education systems, our society has begun to embrace the new approaches we have taken towards transforming traditional learning environments into active learning through questions,collaboration and discussions Promoting Active Learning Through the Flipped Classroom Model focuses on an in-depth assessment on strategies and instructional design practises appropriate for the flipped classroom model. Highlighting the benefits, shortcoming, perceptions and academic results of the flipped classroom model, this book is an essential reference for students, educators, administrators and researchers interested in this emerging approach to improving student learning.

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9781466649873

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Dr. Sagini “Jared” Keengwe is a teacher educator affiliated with the College of Education and Human Development at the University of North Dakota, USA. His research is grounded on the constructivist pedagogy and the actual integration of educational technology tools and applications into teaching and learning to enhance active and meaningful student learning. Dr. Keengwe serves on the editorial review board of numerous national/international refereed journals and has authored or co-authored more than 70 peer-reviewed publications in scholarly book chapters and refereed journal articles. He is the co-editor of eight scholarly reference volumes: Cross-Cultural Online Learning in Higher Education and Corporate Training (2014); Promoting Active Learning through the Flipped Classroom Model (2014); Cross-Cultural Considerations in the Education of Young Immigrant Learners (2014); Literacy Enrichment and Technology Integration in Pre-Service Teacher Education (2014); Virtual Mentoring for Teachers: Online Professional Development Practices (2013); and Adult Learning in the Digital Age: Perspectives on Online Technologies and Outcomes (2010). He is also the editor of two scholarly books that were simultaneously released in February 2013: Pedagogical Applications and Social Effects of Mobile Technology Integration and Research Perspectives and Best Practices in Educational Technology Integration. Dr. Grace Onchwari is an Associate Professor in the Department of Teaching and Learning at the University of North Dakota, USA, where she teaches a variety of graduate and undergraduate courses in early childhood education. She is also the coordinator of the early childhood programme. Her research focuses on teacher professional development, immigrant children, Head Start and mentor-coaching. Dr. Onchwari’s academic background includes a postgraduate diploma in education, Masters in child development and early childhood education and a doctoral degree in curriculum instruction with an early childhood education emphasis. Dr. Onchwari has researched and authored articles and book chapters with a focus on these areas. She is also the co-editor of the book titled Cross-Cultural Considerations in the Education of Young Immigrant Learners. Dr. James Oigara is currently an Associate Professor in the Department of Teacher Education at Canisius College in Buffalo, New York, USA. Dr. Oigara teaches Instructional Technology and Social Studies Methods Courses for pre-service elementary teachers. His primary research interests include integration of emerged and emerging forms of technologies into classroom instruction to enhance active learning. His current research focuses on improving higher education or university teaching through multimedia teaching tools. Dr. Oigara has published over twenty journal articles, book chapters and conference proceedings.

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