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Four Pedagogical Dimensions for Understanding Flipped Classroom Practices in Higher Education: A Systematic Review
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Koh, Joyce Hwee Ling – Educational Sciences: Theory and Practice, 2019
Despite being widely adopted in higher education to support student-centred learning, the pedagogical design of flipped classrooms has been criticised as lacking in theoretical framing. This study proposes that the pedagogical dimensions of personalisation, higher-order thinking, self-direction, and collaboration can be used as theoretical lenses…
Descriptors: Teaching Methods, Educational Technology, Technology Uses in Education, Homework