Verktækni - 2019, Blaðsíða 36

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Hotle, S. L., & Garrow, L. A. (2016). Effects of the Traditional and Flipped Classrooms on Undergraduate
Student Opinions and Success. Journal of Professional Issues in Engineering Education and
Practice, 142(1). doi:10.1061/(asce)ei.1943-5541.0000259
Khanova, J., McLaughlin, J. E., Rhoney, D. H., Roth, M. T., & Harris, S. (2015). Student Perceptions of a
Flipped Pharmacotherapy Course. American Journal of Pharmaceutical Education, 79(9).
Kim, G. J., Patrick, E. E., Srivastava, R., & Law, M. E. (2014). Perspective on Flipping Circuits I. Ieee
Transactions on Education, 57(3), 188-192. doi:10.1109/te.2014.2298218
Kiviniemi, M. T. (2014). Effects of a blended learning approach on student outcomes in a graduate-level
public health course. Bmc Medical Education, 14. doi:10.1186/1472-6920-14-47
Koo, C. L., Demps, E. L., Farris, C., Bowman, J. D., Panahi, L., & Boyle, P. (2016). Impact of Flipped
Classroom Design on Student Performance and Perceptions in a Pharmacotherapy Course.
American Journal of Pharmaceutical Education, 80(2).
Li, Y., Zhang, M., Bonk, C. J., & Guo, Y. (2015). Integrating MOOC and Flipped Classroom Practice in a
Traditional Undergraduate Course: Students' Experience and Perceptions. International Journal
of Emerging Technologies in Learning, 10(6), 4-10. doi:10.3991/ijet.v10i6.4708
Mason, G. S., Shuman, T. R., & Cook, K. E. (2013). Comparing the Effectiveness of an Inverted Classroom
to a Traditional Classroom in an Upper-Division Engineering Course. Ieee Transactions on
Education, 56(4), 430-435. doi:10.1109/te.2013.2249066
McLaughlin, J. E., Griffin, L. M., Esserman, D. A., Davidson, C. A., Glatt, D. M., Roth, M. T., . . . Mumper, R.
J. (2013). Pharmacy Student Engagement, Performance, and Perception in a Flipped Satellite
Classroom. American Journal of Pharmaceutical Education, 77(9).
McLaughlin, J. E., Roth, M. T., Glatt, D. M., Gharkholonarehe, N., Davidson, C. A., Griffin, L. M., . . .
Mumper, R. J. (2014). The Flipped Classroom: A Course Redesign to Foster Learning and
Engagement in a Health Professions School. Academic Medicine, 89(2), 236-243.
doi:10.1097/acm.0000000000000086
McLean, S., Attardi, S. M., Faden, L., & Goldszmidt, M. (2016). Flipped classrooms and student learning:
not just surface gains. Advances in Physiology Education, 40(1), 47-55.
doi:10.1152/advan.00098.2015
Missildine, K., Fountain, R., Summers, L., & Gosselin, K. (2013). Flipping the Classroom to Improve
Student Performance and Satisfaction. Journal of Nursing Education, 52(10), 597-599.
doi:10.3928/01484834-20130919-03
Moraros, J., Islam, A., Yu, S., Banow, R., & Schindelka, B. (2015). Flipping for success: evaluating the
effectiveness of a novel teaching approach in a graduate level setting. Bmc Medical Education,
15. doi:10.1186/s12909-015-0317-2
Morgan, H., Marzano, D., Lanham, M., Stein, T., Curran, D., & Hammoud, M. (2014). Preparing medical
students for obstetrics and gynecology milestone level one: a description of a pilot curriculum.
Medical education online, 19, 25746-25746. doi:10.3402/meo.v19.25746
Munson, A., & Pierce, R. (2015). Flipping Content to Improve Student Examination Performance in a
Pharmacogenomics Course. American Journal of Pharmaceutical Education, 79(7).
Nguyen, B., Yu, X., Japutra, A., & Chen, C.-H. S. (2016). Reverse teaching: Exploring student perceptions
of "flip teaching". Active Learning in Higher Education, 17(1), 51-61.
doi:10.1177/1469787415616727
Oh, J. (2015). University Students’ Experiences and Perceptions towards Flipped Classroom. [플립드
수업에 대한 대학생들의 경험과 인식]. Korean Education Inquiry, 33(4), 1-23.
Park, S. E., & Howell, T. H. (2015). Implementation of a Flipped Classroom Educational Model in a
Predoctoral Dental Course. Journal of Dental Education, 79(5), 563-570.