Flipping large university courses: How do student learning gains improve compared to lectures?

Authors

  • Andreas Vaterlaus
  • Guillaume Schiltz
  • Gerald Feldman

DOI:

https://doi.org/10.82425/lt-eth.v1i1.28

Abstract

 

We have split a student cohort into two parallel settings, a flipped learning group and a lecture group. Comparing the performance results of both groups we can draw conclusions on immediate and medium-term learning effects

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Published

2018-11-02

Issue

Vol. 1 No. 1 (2018): Special issue: ETH Learning and Teaching Fair 2018 proceedings

Section

Articles

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Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution (CC-BY) 4.0 License that allows others to share the work with an acknowledgment of the work’s authorship and initial publication in this journal.