ABSTRACT
Take, for example, the case of Sabrina, a white female theater major who was in her second semester of college when she took an American history class to fulfill a general education requirement. When Sabrina chose her history course from among several available in the university catalog, she was not aware that she would be participating in a flipped class. However, Sabrina’s schedule choices placed her in AMH 2020, the flipped history course profiled in Chapter 5 of this volume. As we talked in person near the end of her course, the word “flipped” as vocabulary to describe the organization and implementation of the course was not particularly meaningful from her perspective as a student. Yet, the course did feel different from her prior learning experiences
in history and shaped different rhythms of engagement. To begin this chapter on student perceptions and practices in flipped courses, we first briefly discuss Sabrina’s case, focusing on the self-motivated learning practices that Sabrina initiated to link moments of reading course content outside classroom spaces to moments of active learning within them. We then transition to discuss classroom observations focused on student practices and perceptions from across two flipped courses and conclude by calling for more research in three areas that involve student practices and perceptions in flipped courses.
