Skip to main content

Case Study Framework

  • Chapter
  • First Online:
The Flipped Classroom

Abstract

The case studies in Part 2 of this book are intended to showcase different contexts and highlight the diversity of flipped classroom approaches in practice. They are included to provide you with ideas to develop your own flip classroom practice, serve as a source of encouragement, and foreground the challenges that you may face.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 149.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 199.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 199.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Abeysekera, L., & Dawson, P. (2014). Motivation and cognitive load in the flipped classroom: Definition, rationale and a call for research. Higher Education Research & Development, 1–14.

    Google Scholar 

  • Baxter Magolda, M., & King, P. (2012). Assessing meaning making and self-authorship: Theory, research, and application. ASHE Higher Education Report (Vol. 38, No. 3). San Francisco, CA: Jossey-Bass.

    Google Scholar 

  • Clark, R., Norman, A., & Besterfield-Sacre, M. (2014). Preliminary experiences with “flipping” a facility layout/material handling course. Proceedings of the 2014 Industrial and Systems Engineering Research Conference, Montreal, Canada, May 31–June 3, 2014.

    Google Scholar 

  • Hollands, F. M., & Tirthali, D. (2014). MOOCs: Expectation and reality. Retrieved from http://cbcse.org/wordpress/wpcontent/uploads/2014/05/MOOCs_Expectations_and_Reality.pdf

  • Krathwohl, D. R. (2010). A revision of Bloom’s taxonomy: An overview. Theory into Practice, 41(4), 212–218.

    Article  Google Scholar 

  • Long, P. (2013). The MOOC and campus-based learning. Retrieved from file://nas02.storage.uq.edu.au/Homes/uqnsmit4/Desktop/Book/International+Perspective.pdf

    Google Scholar 

  • Reidsema, C., Kavanagh, L., & Jolly, L. (2014). Flipping the classroom at scale to achieve integration of theory and practice in a first year engineering design and build course. ASEE Conference 2014, Indianapolis.

    Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Lydia Kavanagh .

Editor information

Editors and Affiliations

Rights and permissions

Reprints and permissions

Copyright information

© 2017 Springer Nature Singapore Pte Ltd.

About this chapter

Cite this chapter

Kavanagh, L., Hadgraft, R., Reidsema, C., Smith, N., McGrath, D. (2017). Case Study Framework. In: Reidsema, C., Kavanagh, L., Hadgraft, R., Smith, N. (eds) The Flipped Classroom. Springer, Singapore. https://doi.org/10.1007/978-981-10-3413-8_6

Download citation

  • DOI: https://doi.org/10.1007/978-981-10-3413-8_6

  • Published:

  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-10-3411-4

  • Online ISBN: 978-981-10-3413-8

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics