1. BOOK REVIEW
Presented to: Dr. Samina Malik
Presented by: Tahira Rafiq
Reg. No. : 161-FSS/PHDEDU/F19
Department of Education
International Islamic University, Islamabad
3. OUTLINE OF THE PRESENTATION
• Bibliographical Information
• Intended Audience
• Reasons for Choosing the Book
• Profile of the Authors
• Major focus of the Book
• Summary of the Book
• Writing Style
• Critical Analysis
• Conclusion
• Recommendations
4. BIBLIOGRAPHICAL INFORMATION
• BOOK NAME: The Flipped Classroom Practice and Practices in Higher Education
• AUTHOR NAME: Carl Reidsema · Lydia Kavanagh, Roger Hadgraft · Neville
Smith
• PUBLISHER NAME: Springer
• PUBLICATION COMPANY: Springer Nature Singapore Pte Ltd. 2017
• PLACE OF PUBLICATION: Singapore
• YEAR OF PUBLICATION: 2017
• ISBN NUMBER: 978-981-10-3411-4
• Edition: 1st
5. REASON FOR CHOOSING OF THE BOOK
• The topic of this book is also a part of my course outline
• It is an innovated topic
• This is according to my interest level
• It is academic research based
• Practical strategies
• And case study based
6. PROFILE OF THE AUTHORS
• Carl Reidsema is an Associate Professor and Mechanical Design Engineer with 12 years of
industry experience. Carl’s work is around the notion of transforaminal change in higher
education. He is also the director of eLIPSE, a center for the development of online tools.
• Lydia Kavanagh is a chemical engineer. Her research focuses on engineering education,
integrated learning, student team work, online learning and strategies for transition age. She
is the director of research excellence for eLIPSE.
• Roger Hadgraft is also a professor of engineering and spent 20 years for engineering and
project-based learning. He is working as director educational innovation and research in the
faculty of engineering and information technology at the University of Technology, Sydney.
• Neville Smith is a PhD student of education and he also teaching for the school of education
and the faculty of health sciences.
7. Subject Matter
• This book provide a sound academic research, case studies and practical
strategies to learn flipped learning better. This book contribute a deeper
understanding of the difficult phenomena of flipped classroom approaches within
higher education.
Authors Purpose
• The purpose of authors to reflect synthesis of the work through different flipped
classes. The Authors want to share a new way of thinking, brining into being the
kind of curriculum that focuses on preparing the students for the complexity of
modern world.
ABOUT BOOK
8. Objectives of the Book
The objectives of this book are:
• How much learning can be achieved through flipping the classroom?
• To introduce the new ways of thinking and learning
• Urgency vs old learning models
• Immediate value and potential value
Major focus of the book
• Introduction to the Flipped Classroom [Reidsema, Carl (et al.)]
• Design Consideration [Kavanagh, Lydia (et al.)]
• Technology in the Flipped Classroom [McGrath, Dominic (et al.)]
• Accessing Flipped Classroom [Clark, Renee M. (et al.)]
• Reflective and Reflexive Practices in the Flipped classroom [Greenfield, Geoff (et al.)]
10. CRITICALANALYSIS
This book is not specific for specific culture and community, it presents the
importance of flipped classroom for the higher education in all over the world.
Merits
• Research based new approach
• This book is important in term of the urgency that is required to transform our
approaches to teaching in the light of the rapidly changing world.
• This book presents core ideas of good practice with a set of case studies.
• It is a practical guide for the implementation of flipped classroom teaching in
different higher education departments and discipline.
11. Language of the book
• Language of book is simple and easy to understand but sentences are long
and having metaphorical language.
Writing style
• Writing style is very easy and concise. Its content is research-based
evidences
Demerits
• It only for higher education
• Lot of questionnaires make it boring
12. SUMMARY
Division of the Book
• It is a product of many contributions.
• This book gives some ideas of the core project in that provide good practice , broader set of case
studies and demonstrating diverse practices
• This book has two parts: Part 1 and Part 2. The outline of the key ideas covered in part 1. The
remaining chapters are related to readers’ needs and implementation of key ideas. This book has 18
chapters and two parts. First part consists of 6 chapters. 12 chapters are included in second part.
Chapter-wise Summary
• Part 1 is based on practice by different authors: first chapter is introduction to the flipped classroom. In
this chapter there are concept of flipped classroom, student challenges, flipped learning and practices of
flipping. Part 1 of the book also focuses on practices of flipping. The final section of the part 1
explains the tools that are necessary for flipping the designs, steps, assessment, evaluation methods and
the role of interactive practice within flipped teaching environment.
13. CONT…
• Chapter 2 is related to the method based and context first. It is related to designing,
developing, operating and evaluating. 20 academic workshops were conducted on “ how to
flip a classroom and land on your feet”. In Australia, Asia, North America and the U.K.
• Chapter 3 present the examination of issue of selecting the best technology for flipped
classroom. It is true that quality education requires adopting and evidence used approach to
curriculum designs and evaluation.
• Chapter 4 present a theoretically grounded, evaluative instruments and protocols for
accessing student engagement and learning in flipped classroom
• Chapter 5 explores reflective and reflexive practices as a means of dealing with the not and
insignificant, intra- and inter-personal development challenges that the flipped classroom
poses to the traditional roles of student and academics. This chapter provide valuable
reflections of students engagement with the flipped classroom
• Chapter 6 provide a wide range of case studies of the flipped classroom
14. CONT…
• Part 2 of this book provide studies from different disciplines. In this part there
are many questionnaires that are practice-based. When pedagogical methods are
included in this part.
• Part 2: This part provide answer the question when did not know about the
flipped classroom and its practical implication in the classroom. In this part we
find different inputs, process outputs of different institutions, academics and
course designs. This part provides different case studies from different higher
educational institutes in different countries and subjects to demonstrate the
shapes and sizes of the flipped classroom. Following are the challenges such as:
• Engaging students in their own learning
• Shifting students from spectators in the learning
• Active participation of the participants
15. CONCLUSION
• This book is useful for both students and academics
• Researchers can get topics from this book
• This book is useful for teaching practice
• This book is a source of encourage to reach out to each and everyone.
• This book provides a lot of knowledge about flipped classroom for
teachers and students
• This book is according to the educational needs of 21st century
16. SUGGESTIONS
• If anyone is still sitting on the fence about flipped learning, I
encourage you to dive into this book, you will find practical
suggestions with quality research.
• Researchers can select the topic with the help of this reading
for their future research.
