Literaturnachweis - Detailanzeige
| Autor/inn/en | Burgoyne, Stephanie; Eaton, Judy |
|---|---|
| Titel | The Partially Flipped Classroom: The Effects of Flipping a Module on "Junk Science" in a Large Methods Course |
| Quelle | In: Teaching of Psychology, 45 (2018) 2, S.154-157 (4 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0098-6283 |
| DOI | 10.1177/0098628318762894 |
| Schlagwörter | Blended Learning; Active Learning; College Instruction; Instructional Effectiveness; Comparative Analysis; Student Attitudes; Academic Achievement; Psychology; Research Methodology; Courses; College Students; Foreign Countries; Learner Engagement; Canada |
| Abstract | Flipped classrooms are gaining popularity, especially in psychology statistics courses. However, not all courses lend themselves to a fully flipped design, and some instructors might not want to commit to flipping every class. We tested the effectiveness of flipping just one component (a module on junk science) of a large methods course. We compared two sections, one in a traditional format (n = 128) and the other in a flipped format (n = 139), based on students' academic performance and attitudes toward the class structure. Compared to students in the traditional lecture section, students in the flipped section performed significantly better on a quiz tied to the lecture content and rated their enjoyment of the exercise as higher. These findings demonstrate the utility of using partial flipped classroom techniques with large classes. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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