1 Saint Leo University (UNITED STATES)
2 Concordia University - Portland (UNITED STATES)
About this paper:
Appears in: INTED2015 Proceedings
Publication year: 2015
Pages: 27-31
ISBN: 978-84-606-5763-7
ISSN: 2340-1079
Conference name: 9th International Technology, Education and Development Conference
Dates: 2-4 March, 2015
Location: Madrid, Spain
Online learning in the university environment is an ever expanding field. After examining the online enrollment at 2,500 universities, Allen and Seaman (2006) found that during the fall semester of 2004, 2.3 million students took online courses. However, by 2008, that number had doubled to 4.6 million (Allen & Seaman, 2010). Murray, Perez, Geist, and Hedrick (2012) suggested there would be continued growth and they predicted by 2014 a majority of college students would be taking at least some of their courses online.

Adult learners identified ease of access and minimizing costs associated with courses as major advantages of online instruction (Ward, Peters, Shelley, 2010). Although adults expressed concerns about the quality of the instruction, learning, and interaction the online format provided (Ward, Peters, & Shelley, 2010) Kester, Kirschner, and Corbalan (2006) found that the quality of interaction is an important component in the learning environment.

The online environment and technology tools are changing the way instructors are developing and presenting course content. The presenters will discuss instructors’ perception of the effectiveness of flipping typical instruction from content presented through printed modules to interaction during synchronous sessions with assignments and discussion forums within the online environment in Educational Leadership and Exceptional Student Education classes.

Flipping the classroom provides the instructor with greater opportunities for quality interaction with the students and helps students develop a greater understanding of the content and a deeper sense of community as a result of the interactive student to student and student to faculty engagement.

The presenters will:
(a) demonstrate how a synchronous learning tool can be used flip the asynchronous classroom;
(b) illustrate the effectiveness of incorporating the tool in the online classroom;
(c) and share the results of their research with regard to flipping classrooms in an online environment.
Flipped classroom, online learning.