Looking at the Impact of the Flipped Classroom Model of Instruction on Undergraduate Multimedia Students at CSUN

By Jake Enfield. TechTrends, 2013

578 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/26d70bb7ac4584558d183b268029b47ef45d7c7e

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Citations in the corpus

Does the Flipped Classroom Lead to Increased Gains of Learning Outcomes in ESL/EFL Contexts? (2016, unknown): “The CATESOL Journal 28.1 • 2016 • 61 7These include Butt, 2014; Davies et al., 2013; Enfield, 2013; FindlayThompson and Mombourquette, 2014; Lemmer, 2013; McLaughlin et al., 2013; Morin, Kecskemety, Harper, and Clingan, 2013; Murphree, 2014; Rowe, Frantz, and Bozalek, 2013; Strayer, 2012; Tune,…”
Promotion of learner autonomy within the framework of a flipped EFL instructional model: perception and perspectives (2019, background): “Students in this model will thus have a greater chance to become independent and reflective learners (Enfield, 2013).”
Flipping the Classroom Applications to Curriculum Redesign for an Introduction to Management Course: Impact on Grades (2014, background): “Enfield (2013) discussed the survey he developed to assess student perceptions of a flipped classroom, and the results he found.”
Flipped Classroom Adapted to the ARCS Model of Motivation and Applied to a Physics Course. (2016, result): “Ed., 12(6), 1589-1603 consistent with those of other studies regarding the flipped classroom approach (Baepler, Walker and Driessen, 2014; Chen et al., 2014; Enfield, 2013).”
The Effect of Flipped Classroom Model on Students' Classroom Engagement in Teaching English. (2018, background): “This is supported by studies showing that the flipped classroom model provides active engagement of students in the classroom (Enfield, 2013; Hung, 2015). Similarly, in the study conducted by Hurley (2014) it is stated that flipped classes provide active engagement for class activities.”
The Effect of a Flipping Classroom on Writing Skill in English as a Foreign Language and Students＇ Attitude Towards Flipping (2016, background): “This more active role is difficult for some students to adjust to, but it was evident that they do prefer it, especially looking at the percentage of students who prefer a flipped environment to a traditional one (Enfield, 2013; Pearson Education Inc., 2013; Tune, Sturek, & Basile, 2013).”
The positive relationship between flipped and blended learning and student engagement, performance and satisfaction (2018, background): “Flipped learning’s reliance on and development of autonomy, relatedness and competence is believed to provide students with increased motivation (Abeysekera and Dawson, 2015) and self-efficacy (Enfield, 2013).”
Exploring students’ competence, autonomy and relatedness in the flipped classroom pedagogical model (2017, background): “It was a platform for them to exchange information with peers and their instructor, and develop themselves in the areas of critical thinking and problem-solving (Enfield 2013; Kim et al. 2014; Zainuddin and Attaran 2015).”
The inverted classroom (2016, background): “are anecdotal (Enfield, 2013), single-shot case studies (no control or pre-tests); 2) impact is seldom assessed with evaluation of learning, but with student self-reports or expost-facto observation-based assessments (Mason, Shuman, & Cook, 2013); 3) when controls are used, these are with nonequival”
Flipped classroom experiences: student preferences and flip strategy in a higher education context (2017, background): “Enfield (2013), despite a relatively small sample size, suggests that low achievers find pre-class videos less engaging and more difficult.”
College students’ cognitive learning outcomes in flipped classroom instruction: a meta-analysis of the empirical literature (2019, background): “…2015), developing creativity and critical thinking skills (e.g., Day 2018; Horn 2013), enhancing learning interest, satisfaction, and engagement (e.g., Awidi and Paynter 2019; Ojennus 2015; Ramnanan and Pound 2017), and improving both self-efficacy and selfregulation (e.g., Enfield 2013; Ng 2018).”
THE IMPLEMENTATION OF A FLIPPED CLASSROOM IN FOREIGN LANGUAGE TEACHING (2015, background): “In one flipped instruction study, Enfield (2013) found that this model “was effective in helping students learn the content, and increased self-efficacy in their ability to learn independently” (p. 14).”
A flipped classroom model in higher education: a review of the evidence across disciplines (2019, background): “The implementation of the flipped classroom for teaching Arts courses was limited to captioning and simplifying the process for creating text during the audio portion of a video (Enfield, 2013).”