Students in the flipped algebra course showed significant increases in quality of reflections and satisfaction¶

Claim · All claims
Evidence · 1 study · design r3 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The article reports significant increases in the maturity of mathematical views, quality of reflections, and satisfactions of students following implementation of the model-designed course. → Lee 2017

Evidence¶

Lee 2017¶

Lee, J., Lim, C., & Kim, H. (2017). Development of an instructional design model for flipped learning in higher education. Education Tech Research Dev. https://doi.org/10.1007/s11423-016-9502-1

q2 · i? · design · r3

Summary statement of external validation outcomes from the abstract; the detailed reflection and satisfaction results appear in a truncated section of the article beyond the supplied text.

"The implementation of an algebra class in a Korean university designed by the final model resulted in significant increases in the maturity of mathe- matical views, quality of reflections, and satisfactions of students."

Discussion¶

Related Claims¶

• Students in a model-designed flipped algebra course showed significant pre-to-post gains in mature views of mathematics — related
• Undergraduate health professional students report more positive satisfaction with flipped class learning than with traditional class learning (SMD = 0.48), at low certainty — related