Search results for: Fraga Lucretia M.
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The Flipped Classroom Model of Learning in Higher Education: An Investigation of Preservice Teachers’ Perspectives and Achievement
This study investigated preservice teachers’ perspectives of the flipped classroom model and examined the impact of the model on student achievement. The authors found no significant differences between the flipped model and the traditional model in terms of academic achievement. However, they found different factors that may influence the effectiveness of this teaching model.
Updated: Nov. 02, 2015