In this article the “flipped classroom” pedagogical approach is used for a combined undergraduate and graduate computer programming course in meteorology. Details of
how the course was flipped are discussed, as well as how student perceptions of the approach, which were gathered from qualitative feedback collected throughout the
semester, evolved.
Details
Type Journal ArticlePub Date 3/1/2018Stock # jcst18_047_04_30Volume 047Issue 04