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dc.contributor.authorHolm, Lene Berge
dc.contributor.authorRognes, Andre
dc.contributor.authorDahl, Fredrik Andreas
dc.date.accessioned2023-02-08T14:19:51Z
dc.date.available2023-02-08T14:19:51Z
dc.date.created2022-09-16T10:04:14Z
dc.date.issued2022-08-22
dc.identifier.citationInternational Journal of Educational Research Open. 2022, 3 .en_US
dc.identifier.issn2666-3740
dc.identifier.urihttps://hdl.handle.net/11250/3049406
dc.description.abstractA flipped classroom, also known as flipped learning, is a teaching method in which students watch online lectures at home, followed by group work in the classroom. This study aimed to evaluate the efficacy of a flipped classroom vs. traditional lectures in a statistics and epidemiology course at Oslo Metropolitan University. The study used a pragmatic randomized controlled trial design in which one group of students received traditional lectures, while another group received flipped classroom teaching. Each participating student had previous experience with both teaching methods. No difference was found in exam grades between the two groups, but the students preferred the flipped classroom significantly (p = .008). Students who received instruction in the flipped classroom preferred this method to a higher degree than those who received traditional lectures (p = .018).en_US
dc.language.isoengen_US
dc.publisherElsevieren_US
dc.relation.ispartofseriesInternational Journal of Educational Research Open;Volume 3, 2022, 100197
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/deed.no*
dc.subjectTeaching strategiesen_US
dc.subjectTraditional classroomen_US
dc.subjectFlipped classroomen_US
dc.subjectPedagogyen_US
dc.subjectTeaching practicesen_US
dc.subjectOnline vs. face-to-face learningen_US
dc.titleThe FLIPPED STEP study: A randomized controlled trial of flipped vs. traditional classroom teaching in a university-level statistics and epidemiology courseen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.rights.holder© 2022 The Author(s)en_US
dc.source.articlenumber100197en_US
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1
dc.identifier.doihttps://doi.org/10.1016/j.ijedro.2022.100197
dc.identifier.cristin2052342
dc.source.journalInternational Journal of Educational Research Openen_US
dc.source.volume3en_US
dc.source.issue3en_US
dc.source.pagenumber0en_US


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Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal