Group work and discussion in the flipped classroom provided immediate feedback and supported shy students' participation, per the authors' observations¶

Claim · All claims
Evidence · 1 study · causal r1 · q1
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The authors report that group discussion worked especially well for shy students and gave immediate feedback on understanding and misconceptions. → Maria Entezari & Mohammad Javdan 2016

Evidence¶

Maria Entezari & Mohammad Javdan 2016¶

Maria Entezari & Mohammad Javdan. (2016). Active Learning and Flipped Classroom, Hand in Hand Approach to Improve Students Learning in Human Anatomy and Physiology. International Journal of Higher Education, Vol. 5, No. 4. https://doi.org/10.5430/ijhe.v5n4p222

q1 · i? · causal · r1

Authors' observational interpretation from the discussion section, not a separately tested result: group work and problem discussion in groups of four let shy students ask questions while the instructor circulated, providing "immediate feedback about students’ understanding and/or misconceptions". No quantitative measure supports this subclaim.

"This activity worked especially well for shy students who might be reluctant to ask their questions in class. They felt more comfortable to ask their questions or give their comments while their instructor was circulating in the class."

Discussion¶

Related Claims¶

• Group-level scaffolding training increases teacher process support and student participation — related
• Human tutoring has a medium effect over no tutoring, and in one small study students learned as well when tutors only prompted them as when tutors also explained and gave feedback — related
• Teachers observed that cooperative learning boosted participation, confidence, and motivation, including among weak and shy students — related