The July 2014 issue of the International Higher Education Teaching & Learning Review (IHR) contains the feature article “A Review of Flipped Classroom Research, Practice, and Technologies” contributed by a team of authors from James Madison University (U.S.A.), led by Dr. Michele D. Estes. The authors present a compelling case for the use of the “flipped classroom.”  Their argument is based on an extensive review of the research literature and other relevant sources on learning design and practice related to flipped learning. The authors propose and explore a staged flipped classroom model and suggest that the flipped learning experience may be particularly well suited to foster learning activities that generate awareness and transfer of course content.  You can read the article at the link below.

“A Review of Flipped Classroom Research, Practice, and Technologies” in International Higher Education Teaching & Learning Review, July 29, 2014.