Investigating the self-study phase of an inverted biochemistry classroom – collaborative dyadic learning makes the difference

BACKGROUND: The inverted classroom approach is characterized by a primary self-study phase for students followed by an on-site, face-to-face teaching phase that is used to deepen the prior acquired knowledge. Obviously, this teaching approach relies on the students preparing before the on-site phase...

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Detalles Bibliográficos
Autores principales: Kühl, Susanne J., Schneider, Achim, Kestler, Hans A., Toberer, Matthias, Kühl, Michael, Fischer, Martin R.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BioMed Central 2019
Materias:
Research Article
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6393989/
https://www.ncbi.nlm.nih.gov/pubmed/30819178
http://dx.doi.org/10.1186/s12909-019-1497-y

Internet

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6393989/
https://www.ncbi.nlm.nih.gov/pubmed/30819178
http://dx.doi.org/10.1186/s12909-019-1497-y

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