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Flipped learning in the workplace

Allison Nederveld (University of Maryland, Baltimore County, Baltimore, MD, USA.)
Zane L. Berge (Department of Education, University of Maryland, Baltimore County, Baltimore, MD, USA.)

Journal of Workplace Learning

ISSN: 1366-5626

Article publication date: 2 March 2015

Abstract

Purpose

The purpose of this paper is to serve as a summary of resources on flipped learning for workplace learning professionals. A recent buzzword in the training world is “flipped”. Flipped learning and the flipped classroom are hot topics that have emerged in K-12 education, made their way to the university and are now being noticed by the corporate world. Unfortunately many learning professionals have misconceptions about what it really means to flip a learning experience, and little literature exists to support implementation of flipped learning in the workplace.

Design/methodology/approach

The methodology adopted in this article is a literature review.

Findings

The paper presents several tools for moving lecture outside of the classroom and for making class time more student-centered through active learning techniques.

Practical implications

This paper discusses the benefits and challenges of a flipped learning approach, both in general and specifically in the workplace. Additionally, the paper explores several case studies of flipped learning use in the workplace.

Originality/value

The paper is a literature review that explores the definition of flipped learning as a learner-centered approach to education and looks at two models of flipped learning with applicability to workplace settings.

Keywords

Citation

Nederveld, A. and Berge, Z.L. (2015), "Flipped learning in the workplace", Journal of Workplace Learning, Vol. 27 No. 2, pp. 162-172. https://doi.org/10.1108/JWL-06-2014-0044

Publisher

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Emerald Group Publishing Limited

Copyright © 2015, Emerald Group Publishing Limited