Structured interaction between teacher and student in the flipped classroom enhances learning and interbrain synchrony
Abstract Studies have found that flipped classroom teaching (FT) improves learning compared to lecture-based teaching (LT). However, whether the structured teacher–student interaction—the key feature of FT—plays an essential role in enhancing learning remains unclear, as do its neural underpinnings....
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| Main Authors: | , , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Nature Portfolio
2024-12-01
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| Series: | npj Science of Learning |
| Online Access: | https://doi.org/10.1038/s41539-024-00286-y |
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