Abstract
The “flipped” classroom has received a great deal of attention in recent years. The major idea behind the flipped classroom is to move lectures to outside of class time and move learning exercises and assessment into the classroom. Many teachers who have experienced this shift in instructional style have found that the flipped classroom is a change in mindset more than a change in methodology. The rapidly growing literature provides evidence that many teachers of flipped classrooms believed the experience to be exalting, with positive student learning and engagement outcomes. The primary goal in flipping the classroom for a first year, introductory course in Principles of Agricultural Economics was to maximize student outcomes by better utilizing the face-to-face time with students. The design and implementation of the flipped classroom was a highly rewarding and educational experience for the instructor and resulted in higher levels of student learning and satisfaction. Flipped courses allow teachers to provide individualized attention to at-risk students and students who need motivation or academic skills.
 16 Barkley_Sept2015 NACTA Journal-10.pdf | [ ] | 580 kB |
