The effects of flipped instruction on out-of-class study time, exam performance, and student perceptions

Wenliang He; Amanda Holton; George Farkas; Mark Warschauer

Learning and Instruction Vol. 45, No. 1 (October 2016) pp. 61–71

This study assessed the impact of flipped instruction on students’ out-of-class study time, exam performance, preference, motivation, and perceptions in two sections of a large undergraduate chemistry course. Flipped instruction caused a shift in...

Language: English