Classroom discourse development for "Flipping classrooms": Theoretical concepts, practices, and joint efforts from engineering students and instructors
Description
This study applies discourse analysis using revised taxonomy to evaluate the effectiveness of the instructional model and assess students' learning gains simultaneously. It examines conditions for the development of classroom discourse that facilitates learning in "flipped classrooms".Copyright © 2015 by Jia-Ling Lin, Paul Imbertson, Tamara Moore and STEM Education Center, and Dept. of Electrical and Computer Engineering, University of Minnesota, and Purdue University School of Engineering Education.
All rights reserved. Used with permission.
All rights reserved. Used with permission.