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dc.contributor.authorFoldnes, Njål
dc.date.accessioned2017-08-31T08:12:07Z
dc.date.available2017-08-31T08:12:07Z
dc.date.issued2017
dc.identifier.citationNordic Journal of Digital Literacy, 2017, 12(1-2), 8-18nb_NO
dc.identifier.issn1891-943x
dc.identifier.urihttp://hdl.handle.net/11250/2452493
dc.descriptionThis is an Open Access journal available from https://www.idunn.no/dknb_NO
dc.description.abstractWe investigate the relationship between class attendance and academic achievement in a flipped classroom that was designed to foster social learning in fixed groups. Controlling for initial mathematical skill and attitudes, we found a substantial effect of class attendance on student achievement. Increasing class attendance by one standard deviation was associated with an increase in mathematics performance of 0.28 standard deviations. Neither attitudes nor initial mathematical skill predicted class attendance. We conclude that availability of online videos does not eliminate the need for carefully designed in-class sessions in order to maximise student learning. Communicating this finding may help reduce absenteeism in the flipped classroomnb_NO
dc.publisherUniversitetsforlagetnb_NO
dc.titleThe impact of class attendance on student learning in a flipped classroomnb_NO
dc.typeJournal articlenb_NO
dc.typePeer reviewednb_NO
dc.source.journalNordic Journal of Digital Literacynb_NO
dc.identifier.doi10.18261/issn.1891-943x-2017-01-02-02
dc.description.localcode1, OAnb_NO


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