Abstract
Flipped or inverted classrooms have become increasingly popular, and sometimes controversial, within higher education. Many educators have touted the potential benefits of this model and initial research regarding implementation has been primarily positive. The rationale behind the flipped classroom methodology is to increase student engagement with content, increase and improve faculty contact time with students, and enhance learning. This paper presents a summary of primary literature regarding flipped classrooms, discusses concerns and unanswered questions from both a student and faculty member perspective, and offers recommendations regarding implementation.
Original language | English |
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Article number | 34 |
Journal | American Journal of Pharmaceutical Education |
Volume | 80 |
Issue number | 2 |
DOIs | |
State | Published - 2016 |
Bibliographical note
Publisher Copyright:© 2016, American Journal of Pharmaceutical Education. All rights reserved.
Keywords
- Education
- Flipped classrooms
- Teaching
ASJC Scopus subject areas
- Education
- General Pharmacology, Toxicology and Pharmaceutics
- Pharmacy