Evaluation of a "flipped" classroom model within a pharmacy professional practice class: a comparison across three consecutive cohorts
Background: The “flipped” classroom model promotes student responsibility for learning and increased one-on-one interaction with the instructor (Bergmann & Sams, 2012) allowing classroom time to be maximised for more complex activities. This model was first implemented during the Professional Pr...
| Main Authors: | , , , |
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| Format: | Conference or Workshop Item |
| Published: |
2017
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| Online Access: | https://eprints.nottingham.ac.uk/52595/ |