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dc.contributor.advisorVeronesi, Peter
dc.contributor.authorPorter, David R.
dc.date.accessioned2021-09-07T22:05:17Z
dc.date.available2021-09-07T22:05:17Z
dc.date.issued5/4/2017
dc.identifier.urihttp://hdl.handle.net/20.500.12648/6057
dc.description.abstractAdvances in technology over the past decades have led to increased usage of technology among school aged youth. With increases in popularity of social media networks such as Facebook, Twitter and Instagram, there is an increased demand by some teachers to meet the students where they are, online. Students are found using the internet to stay in touch with friends, and to conduct personal research on an as needed basis; with this in mind, some teachers believe the internet is where they can best meet and engage their students. The following section discusses what flipped learning is, and why it should be implemented into classrooms.
dc.subjectFlipped Learning
dc.subjectFlipped Classroom
dc.subjectIn Flip Mastery
dc.titleA Transition to Flipped Learning: The Oakfield Experience
dc.typethesis
refterms.dateFOA2021-09-07T22:05:17Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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