Druckversion
Instrument Type: 
Questionnaire
Year: 
2016
Language: 
English
Educational Sector: 
secondary
higher
vocational
corporate
adult
non-formal
informal
other
Learning Technology: 
only for technology enhanced learning
Number of Items: 
5
Response Format: 
5-centimeter line marking scale with labeled endpoints (0 = strongly disagree; 5 = strongly disagree)
Learning Indicators : 
affective processes
Reliability: 
Cronbachs α: NA
Validated: 
No
Notes (References): 

Esperanza, P., Fabian, K., & Toto, C. (2016, September). Flipped classroom model: effects on performance, attitudes and perceptions in high school algebra. In European Conference on Technology Enhanced Learning (pp. 85-97). Springer, Cham.

© Universität Duisburg-Essen | -
admin@mediendidaktik.de