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      Establishing a computational biology flipped classroom

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      PLoS Computational Biology
      Public Library of Science

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          Abstract

          In a flipped classroom, students complete automated modules to replace a traditional lecture, allowing the time devoted for the lecture to be devoted to constructive tasks reinforcing student knowledge. Yet although the flipped classroom offers a compelling approach for fostering a constructivist, student-centric learning environment, research on the efficacy of flipped classes has been mixed. For that matter, is it possible to successfully flip a classroom in an advanced, heavily specialized course like a bioinformatics algorithms course? Over the past several years, the author has implemented a flipped version of such a course and will discuss some of the successes and pitfalls encountered.

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          From Sage on the Stage to Guide on the Side

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            Improvements from a Flipped Classroom May Simply Be the Fruits of Active Learning

            Researchers show that students perform equally well in flipped and nonflipped classrooms if active-learning activities are held constant, suggesting that active learning is the key moderator of success.
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              Effects of Size and Task Type on Group Performance and Member Reactions

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                Author and article information

                Contributors
                Role: Editor
                Journal
                PLoS Comput Biol
                PLoS Comput. Biol
                plos
                ploscomp
                PLoS Computational Biology
                Public Library of Science (San Francisco, CA USA )
                1553-734X
                1553-7358
                23 May 2019
                May 2019
                : 15
                : 5
                : e1006764
                Affiliations
                [001]Computational Biology Department, School of Computer Science, Carnegie Mellon University, Pittsburgh, Pennsylvania, United States of America
                University of Toronto, CANADA
                Author notes

                The author has declared that no competing interests exist.

                Author information
                http://orcid.org/0000-0002-2772-4119
                Article
                PCOMPBIOL-D-18-01334
                10.1371/journal.pcbi.1006764
                6532840
                31120882
                51dfc8ca-e9fb-4ee1-9f8a-f57fd7cf5e7c
                © 2019 Phillip Compeau

                This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

                History
                Page count
                Figures: 3, Tables: 0, Pages: 8
                Funding
                The authors received no specific funding for this work.
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