Faculty-led Inquiry into Reflective and Scholarly Teaching (FIRST)
Date of this Version
2015
Document Type
Portfolio
Abstract
This Inquiry Portfolio explores the efficacy of the “flipped classroom” format for university-level history courses for students, the professor, and the history department. While creating a clear outline of expectations, readings, examination and quiz requirements will allow the student to better organize their study time, I wanted to know if the “flipped format” would help my students master the knowledge, develop good discussion skills, and practice critical thinking skills learned during classroom discussions. Also, not having taught any flipped courses, I needed the experience to discuss cogently with my peers the desirability and practicality of offering flipped history courses.
Included in
Higher Education Commons, Higher Education and Teaching Commons, Military History Commons, Political History Commons
Comments
Course portfolio developed as part of the UNL Peer Review of Teaching Project (peerreview.unl.edu)
Copyright (c) 2015 Thomas Berg