Andragogical Interventions

Andragogical Interventions

Higher Education in India

Chapter 1 Introduction

1.1 Statement of the Problem

1.2 Research Objectives

1.3 Research Gaps

1.4 Research Questions

1.5 Scope of the Study

1.6 Significance of the Study

1.7 Organization of the Research

Chapter 2 Context

2.1 Key Concepts of Flipped Learning

Pedagogy and Its Evolvement

2.1.1 Historical Background

2.1.2 The Concept of Flipped Learning

2.1.3 Misconceptions about Flipped Learning

2.2 Theoretical Frameworks

2.3 Rising Interest in Flipped Learning Pedagogy

2.3.1 Research Studies on the Effects of Flipped Learning

2.3.2 Motivations to Apply Flipped Learning in

Higher Education

2.3.3 Challenges and Barriers Faced in Flipped Learning

2.5 Pedagogical Framework and Course Design

for Flipped Learning

2.6 Factors Impacting the Adoption of

the Flipped Classroom

2.7 Strategies for Successful Implementation of

Flipped Learning

2.8 Flipped Learning Use in Higher Education in

India - Current Status and Challenges

2.9 Conceptual Framework of Flipped Learning in

the Indian Context

Chapter 3 Research Methodology

3.1 Research Design

3.1.1 Study Area

3.1.2 Data Sources

3.1.3 Rapid Appraisal Methodology

3.1.4 Questionnaire Survey

3.2 Unit of Analysis

3.3 Data Collection and Tools

3.3.1 Case Study of JIS College of Engineering,

Kalyani, India

3.3.2 Interviews with Key Informants

3.3.3 Focus Group Discussion.

3.3.4 Questionnaire Survey, Sample Size, and Reliability

Chapter 4 Findings and Analysis

4.1 Application of Flipped Learning Pedagogy in

Higher Education in India

4.1.1 Findings and Observations from a Visit

to a College in India .

4.1.2 Findings from the Interviews

4.1.3 Findings from the Focus Group Discussion

4.2 Key Drivers for the Adoption of Flipped Learning

4.2.1 Findings and Descriptive Analysis

4.2.1.1 Breakdown of Respondents

4.2.1.2 Awareness of Flipped Learning

4.2.1.3 Experience with Flipping a Course

4.2.1.4 Educator Perspective on Students

in Flipped Learning

4.2.1.5 Institutional Support

4.2.1.6 Challenges to Flip Courses

4.2.1.7 The Indian Context

4.2.2 Factor Analysis

4.3 Challenges Faced in Adoption of Flipped

Learning in Higher Education in India

4.3.1 Total Interpretative Structural Modeling

4.3.1.1 Methodology for Challenges

Identification and Validation

4.3.2 TISM Methodology and Model Development

4.4 Framework for Effective Implementation of

Flipped Learning in Higher Education in India

Chapter 5 Conclusion

5.1 Findings and Recommendations

5.2 Conclusion

5.3 Policy Recommendations and Actions for

Indian Higher Education Institutes

5.4 Future Research