The impact of flipped classrooms on student achievement in engineering education: A meta‐analysis of 10 years of research-Reference-Cited by-同舟云学术

The impact of flipped classrooms on student achievement in engineering education: A meta‐analysis of 10 years of research

Published:2019-10 Issue:4 Volume:108 Page:523-546
ISSN:1069-4730
Container-title:Journal of Engineering Education
language:en
Short-container-title:J. Eng. Educ.

Author:

Lo Chung Kwan¹,Hew Khe Foon¹

Affiliation:

1. Faculty of Education, The University of Hong Kong, Pokfulam Hong Kong

Funder

Research Grants Council, University Grants Committee

Publisher

Wiley

Subject

General Engineering,Education

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1002/jee.20293

Reference74 articles.

1. Altaii K.Reagle C. J. &Handley M. K.(2017).Flipping an engineering thermodynamics course to improve student self‐efficacy. Paper presented at the 124th ASEE Annual Conference & Exposition Columbus OH.

2. Students’ perceptions of the flipped classroom model in an engineering course: a case study

3. Bishop J. L. &Verleger M. A.(2013).The flipped classroom: A survey of the research. Paper presented at the 120th ASEE Annual Conference & Exposition Atlanta GA.

4. Software for Publication Bias

5. Introduction to Meta-Analysis

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