Abstract
This quasi-experimental study explored the effects of flipping the classroom on perceptions of students in humanities settings. This control-matched study examined the effects of the flipped classroom on seven subscales from a satisfaction inventory. Out of 130 students, n = 62 (47.7%) completed the study. Flipped classes reported a more ideal classroom environment on Innovation and Individualization (p < .001). Additionally, flipping provides instructors more time to focus on deeper learning strategies than traditional courses.
Recommended Citation
Hantla, Bryce F.
(2017)
"Flipped Classrooms in the Humanities: Findings from a Quasi-Experimental Study,"
Christian Perspectives in Education, 10(1).
Available at:
https://digitalcommons.liberty.edu/cpe/vol10/iss1/1
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