Online Flipped Classroom in the Context of Transactional Distance and Cognitive Load: A Mixed-Methods Study
Keywords:Online instruction, flipped classroom, transactional distance, cognitive load, higher education
This study aimed to evaluate the Online Flipped Classroom (OFC) instruction process in the context of Transactional Distance (TD) and Cognitive Load (CL). The study was conducted using a mixed-methods design. The participants were nine graduate students.
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