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Abstract

The purpose of this paper is to introduce an emerging teaching method, the inverted classroom, to agricultural economists. The reader will learn the pros and cons of this method and the tools needed to create an inverted course. Data on student perceptions of the inverted classroom is presented, as well as an estimate of the relationship between student perceptions and student performance in an inverted classroom. The surveyed students responded positively to the inverted classroom concept; however it is unclear whether this method improved student learning outcomes compared to a traditional lecture classroom and there is very little evidence linking student perceptions to student performance.

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