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- URN zum Zitieren dieses Dokuments:
- urn:nbn:de:bvb:355-epub-787156
- DOI zum Zitieren dieses Dokuments:
- 10.5283/epub.78715
Zusammenfassung
There is a contradiction between seven meta-analyses, all of which indicate a substantial benefit of the flipped classroom (FC) method for K-12 teaching and some larger study that found no such benefit when compared to “traditional” teaching. In the theoretical part of the paper, we shed light on this contradiction by consulting general literature on meta-analyses. Ranking the 50 included FC ...
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