With recent evidence showing that active learning is more effective than traditional lecture, educators have begun to call for comparisons among various active learning and enhanced instructional techniques, rather than continuing to use lecture as the comparison standard, in determining which techniques may be best for different content areas and demographic groups (Freeman et al., 2014; Wieman, 2014; Weimer, 2016). To this end, our study explores blended versus flipped instruction for an engineering numerical methods course.
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