Investigating the self-study phase of an inverted biochemistry classroom – collaborative dyadic learning makes the difference

Investigating the self-study phase of an inverted biochemistry classroom – collaborative dyadic learning makes the difference

Abstract Background The inverted classroom approach is characterized by a primary self-study phase for students followed by an on-site, face-to-face teaching phase that is used to deepen the prior acquired knowledge. Obviously, this teaching approach relies on the students preparing before the on-si...

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Bibliographic Details
Main Authors: Susanne J. Kühl, Achim Schneider, Hans A. Kestler, Matthias Toberer, Michael Kühl, Martin R. Fischer
Format: Article
Language:English
Published: BMC 2019-02-01
Series:BMC Medical Education
Subjects:
Inverted classroom
Flipped classroom
Self-study phase
Medical course of studies
Biochemistry
Collaborative learning
Online Access:http://link.springer.com/article/10.1186/s12909-019-1497-y

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http://link.springer.com/article/10.1186/s12909-019-1497-y

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