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To Flip or Not to Flip? Analysis of a Flipped Classroom Pedagogy in a General Biology Course

Journal of College Science Teaching— March/April 2016

In an attempt to better understand the flipped technique and evaluate its purported superiority in terms of student learning gains, the authors conducted an experiment comparing a flipped classroom to a traditional lecture classroom. Although the outcomes were mixed, regarding the superiority of either pedagogical approach, there does seem to be a trend toward performance gains using the flipped pedagogy.
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