The impact of the flipped classroom in a principles of microeconomics course: evidence from a quasi-experiment with two flipped classroom designs

Chiara Lombardini, Minna Lakkala and Hanni Muukkonen

International Review of Economics Education, 2018, vol. 29, issue C, 14-28

Abstract: This study uses a quasi-experimental, non-equivalent group design to analyze the outcomes in terms of students’ learning and satisfaction of the redesign of a first-year, principles of microeconomics course from a lecture-based course using active learning techniques in 2013 to a partial flipped classroom in 2014 and a full flipped classroom in 2015.

Keywords: Flipped classroom; Flipped teaching; Inverted classroom; Regression analysis; Binary logit; Non-parametric statistics (search for similar items in EconPapers)
JEL-codes: A22 (search for similar items in EconPapers)
Date: 2018
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Citations: View citations in EconPapers (6)

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Persistent link: https://EconPapers.repec.org/RePEc:eee:ireced:v:29:y:2018:i:c:p:14-28

DOI: 10.1016/j.iree.2018.01.003

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