The Flipped Classroom: A Guide to Making Evidence-Based Decisions About Implementation-Reference-Cited by-同舟云学术

The Flipped Classroom: A Guide to Making Evidence-Based Decisions About Implementation

Published:2022 Issue: Volume: Page:167-198
ISSN:2628-7471
Container-title:Methods in Physiology
language:
Short-container-title:

Author:

Lee Michael W.^ORCID,Butler Andrew C.^ORCID

Publisher

Springer International Publishing

Link

https://link.springer.com/content/pdf/10.1007/978-3-030-95633-2_6

Reference99 articles.

1. Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: Definition, rationale and a call for research. Higher Education Research and Development, 34(1), 1–14. https://doi.org/10.1080/07294360.2014.934336

2. Adams, A. E., Garcia, J., & Traustadottir, T. (2016). A quasi experiment to determine the effectiveness of a “partially flipped” versus “fully flipped” undergraduate class in genetics and evolution. CBE—Life Sciences Education, 15(2). https://doi.org/10.1187/cbe.15-07-0157

3. Algarni, B. (2018, July). A meta-analysis on the effectiveness of flipped classroom in mathematics education. In EDULEARN18 proceedings (pp. 7970–7976). https://doi.org/10.21125/edulearn.2018.1852

4. Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works. Wiley.

5. Ames, C. (1992). Achievement goals and the classroom motivational climate. In Student perceptions in the classroom (pp. 327–348). Lawrence Erlbaum.

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