Lape, Nancy K., Rachel Levy, Darryl H. Yong, Nancy Hankel, Rebecca Eddy, Probing the Flipped Classroom: Results of A Controlled Study of Teaching and Learning Outcomes in Undergraduate Engineering and Mathematics, 2016 ASEE Annual Conference, June 26, 2016. Yong, Darryl, Rachel Levy, and Nancy K. Lape, Why No Difference? A Controlled Flipped Classroom Study for an Introductory Differential Equations Course, PRIMUS, 25:9-10 (2015): 907-921. DOI: 10.1080/10511970.2015.1031307. (post-print PDF) Lape, Nancy, Rachel Levy, and Darryl Yong. Probing the Inverted Classroom: A Study of Teaching and Learning Outcomes in Engineering and Mathematics. Seeking Evidence of Impact Case Studies, published by EDUCAUSE Learning Initiative, 2015. Lape, Nancy K., Rachel Levy, Darryl H. Yong, Rebecca Eddy, Nancy Hankel, Probing the Flipped Classroom: A Controlled Study of Teaching and Learning Outcomes in Undergraduate Engineering and Mathematics, 2015 ASEE Annual Conference, June 14, 2015. RELATED WORK CITING OUR STUDY Kovach, Jamison V., Lila L. Carden, and Miguel A. Ramos. "'Flipping'the Lean Six Sigma classroom." International Journal of Six Sigma and Competitive Advantage 8.3-4 (2014): 227-246. LINK Naccarato, Emilie, and
Gulden Karakok. "Expectations and implementations of the flipped
classroom model in undergraduate mathematics courses." International Journal of Mathematical Education in Science and Technology (2015). LINK Stickel, Micah, and Qin
Liu. "ENGAGEMENT WITH THE INVERTED CLASSROOM APPROACH: STUDENT
CHARACTERISTICS AND IMPACT ON LEARNING OUTCOMES." Proceedings of the Canadian Engineering Education Association (2015). LINK Diaz, Noemi V. Mendoza,
P. K. Imbrie, and Amber Muenzenberger. "The Inverted Engineering
Classroom: An Analysis of the Impact in a First Year Engineering
Program." LINK Hotle, Susan L., and
Laurie A. Garrow. "Effects of the Traditional and Flipped Classrooms on
Undergraduate Student Opinions and Success." Journal of Professional Issues in Engineering Education and Practice (2015): 05015005. LINK Margulieux, Lauren E., W.
Michael McCracken, and Richard Catrambone. "Mixing In-Class and Online
Learning: Content Meta-Analysis of Outcomes for Hybrid, Blended, and
Flipped Courses." LINK Stickel, M., & Liu, Q. The Effects of the Inverted Classroom Approach: Student Behaviours, Perceptions and Learning Outcomes. Toronto: Higher Education Quality Council of Ontario, 2015. LINK |
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