Exploring educational transformations through the Innovative Flipped Learning Instruction Project Symposium

Author:

Gopalan Chaya12ORCID,Halpin Patricia A.3ORCID,Selvam Athavan Alias Anand4ORCID,Hung Wei-Chen5

Affiliation:

1. Department of Applied Health, School of Education, Health and Human Behavior, Southern Illinois University Edwardsville, Edwardsville, Illinois, United States

2. Department of Nurse Anesthesiology, School of Nursing, Southern Illinois University Edwardsville, Edwardsville, Illinois, United States

3. Department of Life Sciences, University of New Hampshire, Manchester, New Hampshire, United States

4. Department of Chemistry, Prayoga Institute of Education Research, Bengaluru, India

5. Department of Educational Technology, Research and Assessment, Northern Illinois University, DeKalb, Illinois, United States

Abstract

Flipped pedagogy shifts content delivery outside the classroom, emphasizing interactive learning during in-class time. The Innovative Flipped Learning Instruction Project (IFLIP) guided science, technology, engineering, and mathematics (STEM) faculty in integrating flipped teaching (FT), tracked experiences during this transition, and provided a framework for FT implementation. A fourth-year symposium fostered collaboration, revealing sustained enthusiasm for FT. The symposium underscored its transformative impact on deepening students’ understanding, highlighting its significance in enhancing education quality.

Funder

National Science Foundation

Publisher

American Physiological Society

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