Identifying differential benefits from a flipped-group pedagogy in introductory microeconomics

Bergmann, 2012 Calimeris, 2015, Flipping out about the flip: All hype or is there hope?, Int. Rev. Econ. Educ., 20, 13, 10.1016/j.iree.2015.08.001 Caviglia-Harris, 2016, Flipping the undergraduate economics classroom: using online videos to enhance teaching and learning, South. Econ. J., 83, 321, 10.1002/soej.12128 Chen, 2012, Do Supplemental Online Recorded Lectures Help Students Learn Microeconomics?, Int. Rev. Econ. Educ., 11, 6, 10.1016/S1477-3880(15)30021-9 Cosgrove, 2015, Knowledge Retention, Student Learning, and Blended Course Work: Evidence from Principles of Economics Courses, South. Econ. J., 82, 556, 10.1002/soej.12045 Emerson, 2004, Comparing student achievement across experimental and lecture-oriented sections of a principles of microeconomics course, South. Econ. J., 70, 672, 10.2307/4135338 Emerson, 2015, Evaluating the cooperative component in cooperative learning: a quasi-experimental study, J. Econ. Educ., 46, 1, 10.1080/00220485.2014.978923 Figlio, 2013, Is it live or is it internet? Experimental estimates of the effects of online instruction on student learning, J. Labor Econ., 31, 763, 10.1086/669930 Goffe, 2014, A survey of principles instructors: why lecture prevails, J. Econ. Educ., 45, 360, 10.1080/00220485.2014.946547 Green, 2014, The case for the traditional classroom, Int. Rev. Econ. Educ., 16, 87, 10.1016/j.iree.2014.04.002 2012 Lage, 2000, Inverting the classroom: a gateway to creating an inclusive learning environment, J. Econ. Educ., 31, 30, 10.1080/00220480009596759 Olitsky, 2014, The effect of blended courses on student learning: evidence from introductory economics courses, Int. Rev. Econ. Educ., 15, 17, 10.1016/j.iree.2013.10.009 Roach, 2014, Student perceptions toward flipped learning: new methods to increase interaction and active learning in economics, Int. Rev. Econ. Educ., 17, 74, 10.1016/j.iree.2014.08.003 Vasquez, 2015, Flipping out! A case study on how to flip the principles of economics classroom, Int. Adv. Econ. Res., 21, 379, 10.1007/s11294-015-9549-5 Wieman, 2014, Large-scale comparison of science teaching methods sends clear message, Proc. Natl. Acad. Sci., 111, 8319, 10.1073/pnas.1407304111