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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...
| Autores principales: | , , , , , |
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| Formato: | Online Artículo Texto |
| Lenguaje: | English |
| Publicado: |
BioMed Central
2019
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| Materias: | |
| 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 |