The flipped classroom approach is increasingly popular. The effectiveness of the flipped classroom is promising, yet there is little consensus on whether and how varying the number of flipped lessons influences the overall course effectiveness and the affective perceptions of flipped learning. This is important because of the potential impacts on…

Various theoretical approaches propose that emotions in the classroom are elicited by appraisal antecedents, with subjective experiences of control playing a crucial role in this context. Perceptions of control, in turn, are expected to be influenced by the classroom social environment, which can include the teaching methods being employed (e.g.,…

The purpose of this study was to explore the effectiveness of cooperative learning strategies in promoting the affective and cognitive growth of adult learners by describing and analyzing student and employer responses to a graduate level teacher education program. The Master of Education program at Indiana Wesleyan University, Marion, Indiana was…

The relationships among prior achievement, individual outcome, team outcome, and students' achievement and academic perceptions were studied for 190 students (grades 3 through 7) learning mathematics in teams. Subjects' teachers also participated. Team outcome was related to achievement and academic perceptions, but not to prior achievement and…

This study was designed to assess the effects of a specific cooperative learning strategy in an introductory college business information systems course. The cooperative approach's impact on student achievement and on a number of personal and social attributes was examined. A total of 117 college sophomores and freshmen enrolled in 3 sections of…