The Transformational Potential of Flipped Classrooms: Different Strokes for Different Folks
By Michael B. Horn. 2013
90 citations recorded by the source corpus.
View Paper: https://www.semanticscholar.org/paper/549224c4671b951fb9bad72c5c747a1a64bae02e
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- Yinghui Shi
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- Khe Foon Timothy Hew
- Brian Fedorek
- S. Ahmad
Citations in the corpus
- Does “flipping” promote engagement?: A comparison of a traditional, online, and flipped class (2017, background): “If students cannot afford the technology, even with the availability of computer labs on campus, flipping a classroom would not be beneficial to students—they need to receive the instruction in the classroom (Horn, 2013).”
- A critical review of flipped classroom challenges in K-12 education: possible solutions and recommendations for future research (2017, background): “Purpose of review and research questions The flipped classroom approach is considered as an innovation in K-12 education since 2012 (Horn 2013).”
- The Flipped Classroom Model to Develop Egyptian EFL Students' Listening Comprehension. (2016, background): “, 2014), allows them to learn at their own pace (Fulton, 2012), shifts them from passive to active learners (Sankey & Hunt, 2013), offers them flexibility (Johnson, 2012), and gives greater ownership over their learning (Horn, 2013).”
- Flipping the classroom for English language learners to foster active learning (2015, background): “Furthermore, although flip teaching is claimed to be applicable to any subject and at any level, its current practice mainly lies in K-12 education (Horn, 2013; Khan, 2012), which reinforces the need to investigate whether expanding in non-STEM higher education settings would yield benefits.”
- College students’ cognitive learning outcomes in flipped classroom instruction: a meta-analysis of the empirical literature (2019, background): “2017; Weaver and Sturtevant 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…”