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...

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Institution:	University of Tasmania
Autors principals:	Khosa, Amrinder, Burch, Steven
Publicat:	Journal of University Teaching & Learning Practice v.20 n.5 https://doi.org/10.53761/1.20.5.04 2023
Matèries:	Active learning Autonomy Blended learning Classroom techniques Learning environment Self determination Student interaction Student motivation Student teacher relationship Teaching methods Thematic approach Higher education Self Determination Theory (SDT) Australia
Accés en línia:	https://doi.org/10.53761/1.20.5.04