Flipped-Class Pedagogy Enhances Student Metacognition and Collaborative-Learning Strategies in Higher Education But Effect Does Not Persist
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*Department of (Neuro)pathology, Academic Medical Center, 1105 AZ Amsterdam, The Netherlands
University Center for Teaching and Learning, University of Groningen, 9747 AD Groningen, The Netherlands
Education Service Center, Faculty of Science, University of Amsterdam, 1098 XH Amsterdam, The Netherlands
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© 2015 E. A. van Vliet et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).
We thank Dr. Sylvia Witteveen, program director, bachelor Psychobiology, University of Amsterdam, who approved this study. We also thank Drs. Heleen Slagter and Romke Rouw for collaboration.