The flipped classroom
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Apr 7, 2016
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Abstract
The flipped classroom
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Book reviews
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References
Calvani, A., Cartelli, A., Fini, A., & Ranieri, M. (2009). Modelli e strumenti per la valutazione della competenza digitale nella scuola. Journal of e-Learning and Knowledge Society-Italian Version (until 2012), 4(3).
Da Re F. (2009). Competenze e insegnamento. Retrieved from http://www.itismarzotto.it/wp/ wp-content/uploads/2012/05/Insegnare_e_ apprendere_per_competenze.pdf
Johnson, L., Adams Becker, S., Estrada, V., Freeman, A. (2014). NMC Horizon Report: 2014 Higher Education Edition. Austin, TX: The New Media Consortium.
Li N., Himanshu V., Skevi A., Zufferey G., Dillenbourg P. (2014). MOOC Learning in Spontaneous Study Groups: Does Synchronously Watching Videos Make a Difference?. EMOOCS 2014 Proceedings, 88-94.
Martin F. G. (2012). Will massive open online courses change how we teach?. Communications of the ACM, 55(8), 26-28.
Ryan R. M. & Deci E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67.
Tucker B. (2012). The flipped classroom. Education Next, 12(1), 82-83.
Da Re F. (2009). Competenze e insegnamento. Retrieved from http://www.itismarzotto.it/wp/ wp-content/uploads/2012/05/Insegnare_e_ apprendere_per_competenze.pdf
Johnson, L., Adams Becker, S., Estrada, V., Freeman, A. (2014). NMC Horizon Report: 2014 Higher Education Edition. Austin, TX: The New Media Consortium.
Li N., Himanshu V., Skevi A., Zufferey G., Dillenbourg P. (2014). MOOC Learning in Spontaneous Study Groups: Does Synchronously Watching Videos Make a Difference?. EMOOCS 2014 Proceedings, 88-94.
Martin F. G. (2012). Will massive open online courses change how we teach?. Communications of the ACM, 55(8), 26-28.
Ryan R. M. & Deci E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67.
Tucker B. (2012). The flipped classroom. Education Next, 12(1), 82-83.