Flipped classrooms and student learning: not just surface gains.

McLean, Sarah; Attardi, Stefanie M; Faden, Lisa; Goldszmidt, Mark

McLean, Sarah; Attardi, Stefanie M; Faden, Lisa; Goldszmidt, Mark.

Affiliation

McLean S; Department of Physiology and Pharmacology, Department of Anatomy and Cell Biology, Western University, London, Ontario, Canada; sarah.mclean@schulich.uwo.ca.
Attardi SM; Department of Anatomy and Cell Biology, Western University, London, Ontario, Canada; and.
Faden L; The Centre for Education Research and Innovation, Western University, London, Ontario, Canada.
Goldszmidt M; The Centre for Education Research and Innovation, Western University, London, Ontario, Canada.

Adv Physiol Educ ; 40(1): 47-55, 2016 Mar.

Article in En | MEDLINE | ID: mdl-26847257

Subject(s)

Educational Measurement/methods; Physiology/education; Problem-Based Learning/methods; Students; Female; Humans; Male; Young Adult

Key words

deep learning; flipped classroom; strategy; student engagement; time on task

Fulltext

Add to My VHL

XML

PubMed Links

Search on Google

Full text: 1 Collection: 01-internacional Database: MEDLINE Main subject: Physiology / Students / Problem-Based Learning / Educational Measurement Limits: Adult / Female / Humans / Male Language: En Journal: Adv Physiol Educ Journal subject: EDUCACAO / FISIOLOGIA Year: 2016 Document type: Article Country of publication: United States

Fulltext

Add to My VHL

XML

PubMed Links

Search on Google