Level of consistency between students’ self-reported and observed study approaches in flipped classroom courses: How does it influence students’ academic learning outcomes?

Feifei Han

doi:10.1371/journal.pone.0286549

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Open Access

Peer-reviewed

Research Article

Level of consistency between students’ self-reported and observed study approaches in flipped classroom courses: How does it influence students’ academic learning outcomes?

Feifei Han

Roles Conceptualization, Data curation, Formal analysis, Investigation, Methodology, Writing – original draft, Writing – review & editing

* E-mail: feifei.han@acu.edu.au

Affiliations Institute for Learning Sciences and Teacher Education, Australia Catholic University, Brisbane, Australia, Faculty of Education, Department of Pedagogy and Psychology, University of Hradec Králové, Hradec Králové, Czech Republic

https://orcid.org/0000-0001-8464-0854

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Level of consistency between students’ self-reported and observed study approaches in flipped classroom courses: How does it influence students’ academic learning outcomes?

Feifei Han

Published: June 13, 2023
https://doi.org/10.1371/journal.pone.0286549

About the Authors

Feifei Han

Roles Conceptualization, Data curation, Formal analysis, Investigation, Methodology, Writing – original draft, Writing – review & editing

* E-mail: feifei.han@acu.edu.au

Affiliations Institute for Learning Sciences and Teacher Education, Australia Catholic University, Brisbane, Australia, Faculty of Education, Department of Pedagogy and Psychology, University of Hradec Králové, Hradec Králové, Czech Republic

https://orcid.org/0000-0001-8464-0854

Competing Interests

The authors have declared that no competing interests exist.

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Human learning
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Undergraduates
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