ArticleFrontiers in psychology2022
Promoting Pre-service Teacher Students' Learning Engagement: Design-Based Research in a Flipped Classroom.
Article in Frontiers in psychology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
2 citing papers in PubMed, 19 citations in OpenAlex.
- Nursing students'experience of flipped classroom combined with problem-based learning in a paediatric nursing course: a qualitative study.BMC nursing · 2024Article
- Key Factors Affecting Mathematics Teachers' Well-Being and Stress Levels: An Extended Engagement Theory.International journal of environmental research and public health · 2022Article
Corrections and comments
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Authors and funding
4 authors at 1 institution in 1 country.
Funding
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Abstract
Students' learning engagement is recognized as one of the main components of effective instruction and a necessary prerequisite for learning, but students' learning engagement in flipped classroom poses some pedagogical challenges. This study aimed to promote students' learning engagement via the flipped classroom approach. Design-based research (DBR) was adopted in this study to conduct an experiment involving three iterations in a Modern Educational Technology (MET) course in a Chinese university. The participants included 36 third-year pre-service teacher undergraduates. Classroom observations and a learning engagement questionnaire were used to measure the effectiveness of the flipped instruction in terms of students' learning engagement. Data analysis applied descriptive statistics, ANOVA, and paired samples
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Registered trials
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