The Flipped Classroom

By Heng Ngee Mok. 2019

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A systematic review of research on the flipped learning method in engineering education (2018, background): “…working with their peers (Bailey & Smith, 2013; Ghadiri et al., 2014; Love et al., 2014; Talbert & Valley, 2012) and having the instructor available for help (Clark, Norman, & Besterfield-Sacre, 2014; Lemley et al., 2013; McGivney-Burelle & Xue, 2013; Mok, 2014; Swithenbank & DeNucci, 2014).”
Promotion of learner autonomy within the framework of a flipped EFL instructional model: perception and perspectives (2019, background): “As Mok (2014) mentioned, students ‘had the option to watch each video lecture as many times as required to be prepared for class’ (p. 7).”
The impact of flipped classrooms on student achievement in engineering education: A meta‐analysis of 10 years of research (2019, background): “Finally, the flipped classroom has been found to improve student engagement (Papadopoulos & Roman, 2010) and their professional skills (Mok, 2014) in some engineering courses.”