Student views on the use of a flipped classroom approach: Evidence from Australia

By Adam Butt. 2014

455 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/8282389c7c6043af4866839b2c619957f4fed51a

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

1. Yea-Ru Tsai
2. Zamzami Zainuddin
3. A. Wallace
4. Liwen Chen
5. M. Adnan
6. Tung-Liang Chen
7. C. J. Perera
8. Given Lee

Citations in the corpus

• The Effect of a Flipping Classroom on Writing Skill in English as a Foreign Language and Students＇ Attitude Towards Flipping (2016, background): “Butt (2014) investigated the flipped classroom in his final-year actuarial course in Australia.”
• Does the Flipped Classroom Lead to Increased Gains of Learning Outcomes in ESL/EFL Contexts? (2016, unknown): “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, Sturek, and Basile, 2013. 8”
• Students’ perspectives of using cooperative learning in a flipped statistics classroom (2015, background): “…physiology, nursing, physics, mathematics, and business, which indicates that the use of flipped instruction generates a positive outcome (Butt, 2014; Critz & Knight, 2013; Deslauriers, Schelew, & Wieman, 2011; Fulton, 2012; Herreid & Schiller, 2013; McLaughlin et al., 2013; McLaughlin…”
• Exploring students’ competence, autonomy and relatedness in the flipped classroom pedagogical model (2017, background): “They usually initiate group dialogues and have online discussions about the video lessons learnt (Butt 2014).”
• Flipped Learning in the English as a Foreign Language Classroom: Outcomes and Perceptions. (2018, background): “Reviews on flipped learning in first language (L1) classrooms (Butt, 2014; McDonald & Smith, 2013) pinpointed methodological limitations.”
• THE IMPACT OF A FLIPPED CLASSROOM MODEL OF LEARNING ON A LARGE UNDERGRADUATE STATISTICS CLASS (2018, background): “Some studies have shown that a flipped classroom approach has a positive impact on student attitude and performance, retention and grades (Butt, 2014, Davies, Dean, & Ball, 2013; Peterson, 2016; Wilson, 2013). Other studies have shown that students were less satisfied with the flipped classroom meth”
• The Flipped Classroom Model to Develop Egyptian EFL Students' Listening Comprehension. (2016, background): “For example, in the study conducted by Butt (2014), 75% of students had a positive view of flipped instruction.”
• Promotion of learner autonomy within the framework of a flipped EFL instructional model: perception and perspectives (2019, background): “In FC models, more time is spent on cooperative learning and in-class discussions, which provides opportunities for learners to construct their knowledge, deliver their ideas and hence practice their interpersonal communication skills (Adnan, 2017; Arnold-Garza, 2014; Butt, 2014).”
• Flipped Classrooms: a Review of Key Ideas and Recommendations for Practice (2016, background): “Rather, outcomes frequently reflected students’ perceptions of their learning (e.g., Butt 2014; Critz and Knight 2013; Davies et al. 2013; Ferreri and O’Connor 2013; Forsey et al. 2013; Gilboy et al. 2015; Hoffman 2014; Jamaludin and Osman 2014; Kim et al. 2014; Lage et al. 2000; McLaughlin et al.…”
• Perceptions of senior-year ELT students for flipped classroom: a materials development course (2017, background): “…for peer-assisted learning, cooperative learning, active learning, group work, and in-class discussions with students more active in the learning process, constructing their own knowledge and acquiring responsibility for their learning (Arnold-Garza, 2014; Butt, 2014; Hawks, 2014; Talbert, 2012).”
• 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 experiences: student preferences and flip strategy in a higher education context (2017, background): “…and this influences teaching decisionmaking (d’Apollonia, & Abrami, 1997; Ryan, Anderson & Birchler, 1980), and b) evaluations of flipped classrooms similarly rely on student perceptions and satisfaction with the course (e.g., Butt, 2014; Critz & Knight, 2013; Kim et al., 2014; Schwartz, 2014).”