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dc.contributor.authorFoldnes, Njål
dc.date.accessioned2015-05-27T13:32:14Z
dc.date.accessioned2015-06-10T13:58:07Z
dc.date.available2015-05-27T13:32:14Z
dc.date.available2015-06-10T13:58:07Z
dc.date.issued2016
dc.identifier.citationActive Learning in Higher Education, 17(2016)1:39-49nb_NO
dc.identifier.issn1741-2625
dc.identifier.issn1469-7874
dc.identifier.urihttp://hdl.handle.net/11250/284890
dc.description.abstractThis 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.nb_NO
dc.language.isoengnb_NO
dc.publisherSagenb_NO
dc.subjectflipped classroom;nb_NO
dc.subjectrandomised controlled trialnb_NO
dc.subjectcollaborationnb_NO
dc.subjectcooperative learningnb_NO
dc.titleThe flipped classroom and cooperative learning: Evidence from a randomised experimentnb_NO
dc.typeJournal articlenb_NO
dc.typePeer reviewednb_NO
dc.date.updated2015-05-27T13:32:14Z
dc.source.journalActive Learning in Higher Educationnb_NO
dc.identifier.doi10.1177/1469787415616726
dc.identifier.cristin1228919
dc.description.localcode1, Forfatterversjonnb_NO


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