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dc.contributor.authorGygli, Ueli
dc.date.accessioned2021-03-26T12:37:00Z
dc.date.available2021-03-26T12:37:00Z
dc.date.issued2014
dc.identifier.urihttps://irf.fhnw.ch/handle/11654/32308
dc.identifier.urihttp://dx.doi.org/10.26041/fhnw-3709
dc.description.abstractStudent Assistants (SA) commonly take over instructive tasks in a Flipped Classroom, a form of blended learning that has strongly increasing importance in the educational world. While the professor is often busy with the demanding management of the course, SA have a closer connection with the students during the semester, supervising their group work in Small Group Sessions and giving them homework support as tutors in the Assistance Center. This proposal describes methods that give the SA applicable toolsets to help the students clarify their roles in the learning process and navigate through the Flipped Classroom, therefore, empowering them to manage their own learning processes. In addition, it explains ways to organize group work; illustrate and visualize accounting problems, and instruct with a focus on learning objectives. Training in these skills will be an additional benefit and motivation for the SA and will lead to better and more consistent learning outcomes as well.en_US
dc.language.isoen_USen_US
dc.rightsAttribution 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by/3.0/us/*
dc.accessRightsAnonymous*
dc.subjectFlipped Classroomen_US
dc.subjectGroup Worken_US
dc.subjectBlended Learningen_US
dc.titleHow student assistants can do a better job in a “flipped” classroom situation in ACCT 201A, financial accounting introduction classen_US
dc.type05 - Forschungs- oder Arbeitsbericht*
dc.audiencePraxisen_US
fhnw.publicationStatePublisheden_US
fhnw.ReviewTypeLectoring (ex ante)en_US
fhnw.InventedHereYesen_US
fhnw.PublishedSwitzerlandYesen_US
fhnw.IsStudentsWorknoen_US


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