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Flipped classroom evaluation and blended learning potential: a case study of engagement and inclusion in quantitative education

Published Online: 2025-09-02

Authors

Mizza, Daria https://orcid.org/0000-0001-9315-9659
Reese, Mike

Malouche, Dhafer
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Text and Data Mining valid from 2025-09-02

Version of Record valid from 2025-09-02
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Article History

Received: 18 March 2025

Accepted: 21 August 2025

First Online: 2 September 2025

Declarations

:

: The authors declare no conflicts of interest. This research was conducted independently without any commercial sponsorship or external funding that could potentially influence the study's outcomes or interpretation.

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