Flipping the Classroom: Implications for Learning and Motivation

Yough, M., Richards, K. A., & Ware, J. A.

2015, August

Poster presentation at the 2015 American Psychological Association Convention, Toronto, Canada.

Jason FitzSimmons2018-09-21T14:30:34+00:00September 2018|Categories: Uncategorized|0 Comments

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Flipping the Classroom: Implications for Learning and Motivation

Flipping the Classroom: Implications for Learning and Motivation

Related

Modeling the experiences of women in STEM course using a self-determination theory framework

Need Satisfaction and Need Dissatisfaction

Analyzing a Short Version of the Calculus Concept Inventory Using Item Response Theory

Student perceptions and performance in fully online versus flipped diversity courses: Is there too much distance in distance learning?

Improving grades in a computer science course: Effects of a theoretically-driven course redesign

Reexamining the impact of self-determination theory on learning outcomes in the online learning environment

Applying Self-determination Theory to the College Classroom: A Test of the Integrative Model for Learning and Motivation

What you do is less important than how you do it: the effects of learning environment, contact hours and active learning on student outcomes

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Flipping the Classroom: Implications for Learning and Motivation

Flipping the Classroom: Implications for Learning and Motivation

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