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Flipping the classroom: Old ideas, new technologies

Author

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  • Becker, Ralf
  • Birdi, Alvin

Abstract

The technique of classroom flipping has started to make an impact on the teaching of economics. An important element of classroom flipping is that elements of active learning (e.g. games, experiments and polling) are brought into the classroom setting and that content delivery is moved (at least partially) from the classroom to the virtual learning environment.

Suggested Citation

  • Becker, Ralf & Birdi, Alvin, 2018. "Flipping the classroom: Old ideas, new technologies," International Review of Economics Education, Elsevier, vol. 29(C), pages 1-5.
    • Handle: RePEc:eee:ireced:v:29:y:2018:i:c:p:1-5
    DOI: 10.1016/j.iree.2018.06.001
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    References listed on IDEAS

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    1. Duncan Watson & Louise Parker, 2016. "The hullaballoo over e-learning? Technology and pluralism in economics," Cogent Economics & Finance, Taylor & Francis Journals, vol. 4(1), pages 1159813-115, December.
    2. Sarah B. Cosgrove & Neal H. Olitsky, 2015. "Knowledge retention, student learning, and blended course work: Evidence from principles of economics courses," Southern Economic Journal, Southern Economic Association, vol. 82(2), pages 556-579, October.
    3. Green, Alan, 2014. "The case for the traditional classroom," International Review of Economics Education, Elsevier, vol. 16(PB), pages 87-99.
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    Cited by:

    1. Hong, Bei, 2024. "Who watched pre/post-lecture tutorial videos? Does flipped learning help beginners in economics?," International Review of Economics Education, Elsevier, vol. 45(C).

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