Student perceptions toward flipped learning: New methods to increase interaction and active learning in economics

By T. Roach. 2014

481 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/7590833973ae909d74857cc6396a429dcbd95823

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Citations in the corpus

Does “flipping” promote engagement?: A comparison of a traditional, online, and flipped class (2017, background): “Similarly, Roach (2014) used online video lectures to flip his economics class and found that students watched the videos and reported that they would take another class with video lectures.”
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): “2 students learn at their own pace, spend more time in preparatory work, and get more involved during classroom activities (Johnson, 2013; Kong, 2014; Roach, 2014).”
Perceptions of senior-year ELT students for flipped classroom: a materials development course (2017, background): “Flexibility was also underlined by several others (e.g. Mason et al., 2013; Roach, 2014; Wanner & Palmer, 2015; Zhao & Ho, 2014).”
A flipped classroom model in higher education: a review of the evidence across disciplines (2019, methodology): “15 Roach (2014) 16 Wong, Ip, Lopes, and Rajagopalan(2014) 17 Triantafyllou and Timcenko(2014) 18 Brooks (2014) 19 Murray, McCallum, and Petrosino(2014) 20 Fraga and Harmon (2014) Kurtz, Tsimerman, and Steiner21 Lavi (2014) 22 Moffett and Mill (2014) 23 Schwartz (2014) 24 Vaughan (2014) 25 Teo, Tan,…”
The flipped classroom: for active, effective and increased learning – especially for low achievers (2016, background): “Several studies report that students enjoy being able to learn in their own pace and that they prefer flipped classroom over traditional approaches (Butt, 2014; Davies et al., 2013; Larson & Yamamoto, 2013; McLaughlin et al., 2014; Roach, 2014; Gilboy et al., 2015).”
Flipped Classroom Adapted to the ARCS Model of Motivation and Applied to a Physics Course. (2016, background): “Roach (2014) suggested that there was an important increase in the active participation of students and got positive reactions from students after applying a flipped classroom approach.”