The Flipped Classroom: instructional efficency and impact of achievement and cognitive load levels,

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ID: 82161
2016
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Abstract
This research focuses on the efficiency of the flipped classroom method and its effects on students’ achievement and cognitive load levels. The flipped classroom method is compared to traditional techniques in this study through quasi-experimental research. Participants included 116 prospective teachers assigned to experimental and control groups. The study was conducted over 10 weeks during the 2013–2014 spring semester. Results showed that students taught with the flipped classroom model reported higher learning achievements and lower cognitive loads than those taught with the traditional model. The instructional efficiency scores of the students in the experimental group were also higher than those of the students in the control group. Hence, when designed effectively, the flipped classroom method can be considered a useful approach in higher education settings.
Reference Key
turan2016thejelks Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Turan, Zeynep;Goktas, Yuksel;
Journal je-lks : journal of e-learning and knowledge society
Year 2016
DOI
DOI not found
URL
https://www.je-lks.org/ojs/index.php/Je-LKS_EN/article/view/1122
Keywords
Education education (general) telecommunication language and literature special aspects of education theory and practice of education english language

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