A gross anatomy flipped classroom effects performance, retention, and higher-level thinking in lower performing students-Reference-Cited by-同舟云学术

A gross anatomy flipped classroom effects performance, retention, and higher-level thinking in lower performing students

Published:2018-01-22 Issue:6 Volume:11 Page:565-574
ISSN:1935-9772
Container-title:Anatomical Sciences Education
language:en
Short-container-title:American Association of Anatomists

Author:

Day Leslie J.¹^ORCID

Affiliation:

1. Department of Physical Therapy, Movement and Rehabilitation Sciences; Bouve College of Health Sciences, Northeastern University; Boston Massachusetts

Publisher

Wiley

Subject

Embryology,General Medicine,Histology,Anatomy

Link

http://onlinelibrary.wiley.com/wol1/doi/10.1002/ase.1772/fullpdf

Reference61 articles.

1. Motivation and cognitive load in the flipped classroom: Definition, rationale and a call for research;Abeysekera;High Educ Res Dev,2015

2. From passive to active: The impact of the flipped classroom through social learning platforms on higher education students' creative thinking;Al-Zahrani;Br J Educ Technol,2015

3. Comparison of pharmaceutical calculations learning outcomes achieved within a traditional lecture or flipped classroom andragogy;Anderson;Am J Pharm Educ,2017

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