Flipped Classroom : Students' Cognitive Needs of Relatedness, Competence, and Autonomy in a Fully-Flipped Program.
This study examines how the flipped classroom approach to teaching and learning supports or inhibits the cognitive needs of relatedness, competence, and autonomy, leading to either increased or decreased levels of motivation. We use semi-structured interviews involving twenty-two students and five f...
| Institution: | University of Tasmania |
|---|---|
| Main Authors: | , |
| Published: |
Journal of University Teaching & Learning Practice v.20 n.5 https://doi.org/10.53761/1.20.5.04
2023
|
| Subjects: | |
| Online Access: | https://doi.org/10.53761/1.20.5.04 |
