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Yong, D., Levy, R., & Lape, N. (2015). Why no difference? A controlled flipped classroom study for an introductory differential equations course. Primus, 25(9-10), 907-921.
Yong, Darryl, Rachel Levy, and Nancy Lape. "Why no difference? A controlled flipped classroom study for an introductory differential equations course." Primus 25.9-10 (2015): 907-921.
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D Yong, R Levy, N Lape - Primus, 2015 - Taylor & Francis

Why no difference? A controlled flipped classroom study for an introductory differential equations course.

flipped classroom

Yong, Levy, Lape

GSID: 95QyAewktXkJ

Excerpt

… different interactions in the classroom might lead to potential student learning outcomes by creating the logic model shown below. (See Figures 1 and 2.) The items in the white boxes (on the left) are instructional opportunities afforded by our flipped classroom design; items in …

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