Evaluating nursing students' engagement in an online course using flipped virtual classrooms.

Flipped classroom models allocate more time for active learning approaches compared with more traditional pedagogies, however what is less clear with the utilisation of flipped learning is evidence to support whether students in flipped classes are given more opportunities to develop higher order th...

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Institution:	University of South Australia
Auteurs principaux:	Phillips, Craig, O'Flaherty, Jacqueline
Publié:	Student Success v.10 n.1 p.59-71 https://doi.org/10.5204/ssj.v10i1.1098 2019
Sujets:	Blended learning Cognitive skills Course delivery Deep learning Nursing education On campus students Online education Student engagement Teaching methods Virtual classrooms Web based courses Higher education Flipped classroom Australia
Accès en ligne:	https://doi.org/10.5204/ssj.v10i1.1098