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The flipped classroom and cooperative learning: Evidence from a randomised experiment

Foldnes, Njål
Journal article, Peer reviewed
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URI
http://hdl.handle.net/11250/284890
Date
2016
Metadata
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  • Publikasjoner fra CRIStin - BI [633]
  • Scientific articles [1667]
Original version
Active Learning in Higher Education, 17(2016)1:39-49   10.1177/1469787415616726
Abstract
This article describes a study which compares the effectiveness of the flipped classroom relative to the traditional lecturebased

classroom.We investigated two implementations of the flipped classroom. The first implementation did not actively

encourage cooperative learning, with students progressing through the course at their own pace. With this implementation

student examination scores did not differ between the lecture classes and the flipped classroom. The second implementation

was organised with cooperative learning activities. In a randomised control-group pretest-posttest experiment student scores

on a post-test and on the final examination were significantly higher for the flipped classroom group than for the control

group receiving traditional lectures. This demonstrates that the classroom flip, if properly implemented with cooperative

learning, can lead to increased academic performance.
Publisher
Sage
Journal
Active Learning in Higher Education

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