A partial flip classroom exercise in a large introductory general biology course increases performance at multiple levels
Author:
Affiliation:
1. Department of Biological Sciences, Duquesne University, Pittsburgh, PA, USA
2. Chronic Pain Research Consortium, Duquesne University, Pittsburgh, PA, USA
3. Department of Biology, Brandeis University, Waltham, MA, USA
Funder
American Society for Cell Biology
Publisher
Informa UK Limited
Subject
General Agricultural and Biological Sciences,Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/00219266.2016.1257503
Reference39 articles.
1. It's not about seat time: Blending, flipping, and efficiency in active learning classrooms
2. Diverse assessment and active student engagement sustain deep learning: A comparative study of outcomes in two parallel introductory biochemistry courses
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