The practice of flipped learning not only holds the promise of making teaching more effective and more fun but also leads naturally to avenues of productivity in scholarship and service, according to Robert Talbert in his book Flipped Learning: A Guide for Higher Education Faculty. The traditional higher education teaching model presents information in the form of lectures to large groups of students who then go away and undertake by themselves higher-order learning activities involving application, analysis and evaluation. In the flipped model, the students study the information by themselves, and then in group class time they undertake the more cognitively complex learning activities for which access to the teacher’s expertise is much more necessary.

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