Impact of partially flipped instruction on immediate and subsequent course performance in a large undergraduate chemistry course

Wenliang He; Amanda J. Holton; George Farkas

Computers & Education Vol. 125, No. 1 (October 2018) pp. 120–131

Conducted in two sections of an introductory chemistry course, the current study assesses the impact of a partially flipped course compared to traditional lectures on student academic performance, motivation, and perceptions. Although the partially...

Language: English

Implementing flexible hybrid instruction in an electrical engineering course: The best of three worlds?

Wenliang He; Daniel Gajski; George Farkas; Mark Warschauer

Computers & Education Vol. 81, No. 1 (February 2015) pp. 59–68

This study explored a modified version of hybrid instruction, referred to as the flexible hybrid format, in a lower division electrical engineering course offered at a large public university. The objective of the study is to use longitudinal data...

Language: English

Influence of incentives on performance in a pre-college biology MOOC

Suhang Jiang; Adrienne Williams; Mark Warschauer; Wenliang He; Diane O'Dowd

The International Review of Research in Open and Distributed Learning Vol. 15, No. 5 (Oct 06, 2014)

There is concern that online education may widen the achievement gap between students from different socioeconomic classes. The recent discussion of integrating massive open online courses (MOOCs) into formal higher education has added fuel to this...

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

Influence of Incentives on Performance in a Pre-College Biology MOOC

Suhang Jiang; Adrienne E. Williams; Mark Warschauer; Wenliang He; Diane K. O'Dowd

The International Review of Research in Open and Distributed Learning Vol. 15, No. 5 (Oct 06, 2014) pp. 99–112

There is concern that online education may widen the achievement gap between students from different socioeconomic classes. The recent discussion of integrating massive open online courses (MOOCs) into formal higher education has added fuel to this...