The effects of flipped instruction on out-of-class study time, exam performance, and student perceptions

By Wenliang He, Amanda J. Holton, George Farkas, Mark Warschauer. 2016

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Investigating the effects of gamification-enhanced flipped learning on undergraduate students’ behavioral and cognitive engagement (2018, unknown): “He et al., 2016; Missildine, Fountain, Summers, & Gosselin, 2013).”
The impact of a flipped classroom design on learning performance in higher education: Looking for the best "blend" of lectures and guiding questions with feedback (2017, background): “This is consistent with previous studies (Albert& Beatty, 2014; Baepler et al., 2014; He et al., 2016; Roach, 2014), that found that students in FC settings attained better academic results as compared to TL settings.”
Incidence of the Flipped Classroom in the Physical Education Students’ Academic Performance in University Contexts (2018, methodology): “The use of the flipped classroom method stages a teaching–learning context where the average scores obtained have been better, in a linear way, than from a traditional methodological approach [4,5,33] enabling critical meaningful training experiences, inserted in its environment and with social proj”