A Quasi Experiment to Determine the Effectiveness of a "Partially Flipped" versus "Fully Flipped" Undergraduate Class in Genetics and Evolution
Two sections of a course on genetics and evolution were taught using active learning. Materials and assessments were identical; the main difference was in the amount of time spent on active learning in the classroom in each section. There was no significant difference in objective student learning outcomes or attitudes toward the course.
CBE life sciences education