Abstract
This chapter contains case studies from the Humanities. Case study authors indicate their course design was influenced by Paulo Freire’s concept of problem-posing teaching and praise the use of team-based learning as a means to shift from merely providing content in a lecture-oriented classroom to designing and managing a lab or workshop setting. Each case study opens with the instructional context and a rationale for flipping the classroom. The case study authors also describe the structure of the course, as well as descriptions about how they prepared their students for flipping, and an evaluation of the flipping experience from both the instructor and student perspectives.
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References
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Washington, DC: International Society for Technology in Education.
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Freire, P. (2000). Pedagogy of the oppressed. New York, NY: Continuum.
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Michaelsen, L., Knight, A., & Fink, L. (Eds.). (2004). Team-based learning: A transformative use of small groups in college teaching. Sterling, VA: Stylus Publishing.
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Black, J. et al. (2017). Flipping the Humanities. In: Santos Green, L., Banas, J., Perkins, R. (eds) The Flipped College Classroom. Educational Communications and Technology: Issues and Innovations. Springer, Cham. https://doi.org/10.1007/978-3-319-41855-1_5
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DOI: https://doi.org/10.1007/978-3-319-41855-1_5
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