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Study investigates academic outcomes in a flipped classroom using peer learning in a university course, suggesting potential benefits.
This study investigates the academic outcomes associated with a Peer Learning–Flipped Classroom (PL-FC) model implemented in a university-level quantitative business course (BMA403) during the spring semester of the 2020–2021 academic year.
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Deli et al. (2026) studied this question.
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