Verktækni - 2019, Side 35

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Betihavas, V., Bridgman, H., Kornhaber, R., & Cross, M. (2016). The evidence for 'flipping out': A
systematic review of the flipped classroom in nursing education. Nurse Education Today, 38, 15-
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inverted classroom approach: student satisfaction and gain in skills and knowledge. Bmc Medical
Education, 15. doi:10.1186/s12909-015-0346-x
Bossaer, J. B., Panus, P., Stewart, D. W., Hagemeier, N. E., & George, J. (2016). Student Performance in a
Pharmacotherapy Oncology Module Before and After Flipping the Classroom. American Journal
of Pharmaceutical Education, 80(2).
Chiang, Y.-H., & Wang, H.-C. (2015). Effects of the In-flipped Classroom on the Learning Environment of
Database Engineering. International Journal of Engineering Education, 31(2), 454-460.
Critz, C. M., & Knight, D. (2013). Using the Flipped Classroom in Graduate Nursing Education. Nurse
Educator, 38(5), 210-213.
Della Ratta, C. B. (2015). Flipping the Classroom With Team-Based Learning in Undergraduate Nursing
Education. Nurse Educator, 40(2), 71-74. doi:10.1097/nne.0000000000000112
Er, E., Kopcha, T. J., Orey, M., & Dustman, W. (2015). Exploring college students' online help-seeking
behavior in a flipped classroom with a web-based help-seeking tool. Australasian Journal of
Educational Technology, 31(5), 537-555.
Fautch, J. M. (2015). The flipped classroom for teaching organic chemistry in small classes: is it effective?
Chemistry Education Research and Practice, 16(1), 179-186. doi:10.1039/c4rp00230j
Felder, R. M., & Brent, R. (2008). STUDENT RATINGS OF TEACHING: MYTHS, FACTS, AND GOOD
PRACTICES. Chemical Engineering Education, 42(1), 33-34.
Galway, L. P., Corbett, K. K., Takaro, T. K., Tairyan, K., & Frank, E. (2014). A novel integration of online
and flipped classroom instructional models in public health higher education. Bmc Medical
Education, 14. doi:10.1186/1472-6920-14-181
Gandhi, K. I. (2016). A Teaching-Learning Model for Software Engineering Courses through Sensor-Based
Cognitive Approach. International Journal of Engineering Education, 32(2), 915-926.
Gilboy, M. B., Heinerichs, S., & Pazzaglia, G. (2015). Enhancing Student Engagement Using the Flipped
Classroom. Journal of Nutrition Education and Behavior, 47(1), 109-114.
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Gonzalez-Gomez, D., Su Jeong, J., Airado Rodriguez, D., & Canada-Canada, F. (2016). Performance and
Perception in the Flipped Learning Model: An Initial Approach to Evaluate the Effectiveness of a
New Teaching Methodology in a General Science Classroom. Journal of Science Education and
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Gorres-Martens, B. K., Segovia, A. R., & Pfefer, M. T. (2016). Positive outcomes increase over time with
the implementation of a semiflipped teaching model. Advances in Physiology Education, 40(1),
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Gross, D., Pietri, E. S., Anderson, G., Moyano-Camihort, K., & Graham, M. J. (2015). Increased Preclass
Preparation Underlies Student Outcome Improvement in the Flipped Classroom. Cbe-Life
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Ho, J., Bidwal, M. K., Lopes, I. C., Shah, B. M., & Ip, E. J. (2014). Implementation of an Accelerated
Physical Examination Course in a Doctor of Pharmacy Program. American Journal of
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Hoole, S. R. H., Sivasuthan, S., Karthik, V. U., & Hoole, P. R. P. (2015). Flip-Teaching Engineering
Optimization, Electromagnetic Product Design, and Nondestructive Evaluation in a Semester's
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