Evaluating a Web Lecture Intervention in a Human–Computer Interaction Course

By Jason A. Day, J. Foley. IEEE Transactions on Education, 2006

311 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/84eba786a5434626eaebdb00589470a3cffa70f4

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In Developmental and Educational Psychology

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Using the flipped classroom to enhance EFL learning (2017, background): “Studies have shown that flipped learning significantly enhances student learning performance (Day & Foley, 2006; Deslauriers & Wieman, 2011; Hung, 2015; McLaughlin et al., 2014; Zappe et al., 2009) and student engagement (Dill, 2012), produces enhanced learning outcomes (Baepler, Walker & Driessen,…”
The Flipped Classroom Improves Student Achievement and Course Satisfaction in a Statistics Course (2016, background): “This includes studies demonstrating flipped students outperforming their traditional counterparts in a biology course (Marcey & Brint, 2013), human–computer interaction course (Day & Foley, 2006), and a physiology course (Tune, Sturek, & Basile, 2013).”
Flipped Learning in the English as a Foreign Language Classroom: Outcomes and Perceptions. (2018, background): “As seen in other studies (Alvarez, 2012; Bergmann & Sams, 2012; Day & Foley, 2006; Hung, 2015), as students achieve high scores in their tasks, they tend to positively perceive their instructor’s intervention.”
The Effect of a Flipped Classroom Model on Academic Achievement, Self-Directed Learning Readiness, Motivation And Retention (2017, background): “Active learning is one of the effective ways to increase motivation (Day & Foley, 2006).”
The Flipped Classroom: A Survey of the Research (2013, background): “Full Flip, Single-Group Lage [48,49] Fr SGA VL 40 O O-X Kaner [44] U SGA VL O O-X Bergmann [5,6] HS Talbert [70] U SGA;Q VL 7 O O-X Gannod [28,29] Fr-Gr HW;SGA VL 20;160 IP O X-X Toto [74] Jr VL;Q 74 O X1-X2 Zappe [82] U SGA VL;Q 77 O -XX Demetry [14] U SGA VL;Q 125 Full Flip, Controlled Day [11] So”
Learn before Lecture: A Strategy That Improves Learning Outcomes in a Large Introductory Biology Class (2010, methodology): “Previous studies have used homework assignments similar to our worksheets and online video lectures to introduce students to new material before class (Walvoord and Anderson, 1998; Collard et al., 2002; Klionsky, 2002; Keefe, 2003; Allen and Tanner, 2005; Day and Foley, 2006).”
Exploring Flipped Classroom Instruction in Calculus III (2017, background): “Day and Foley (2006) describe using a flipped model to teach a course on human-computer interaction over an entire semester, using another section of the course taught concurrent to the flipped section with the same instructor as a comparison group.”
Comparing the Effectiveness of an Inverted Classroom to a Traditional Classroom in an Upper-Division Engineering Course (2013, background): “The instructor must also develop and include activities and/or a pretest to ensure that students are prepared for class [18], [23].”
A Blended Learning Approach to Course Design and Implementation (2009, background): “In spite of the fact that in some BL approaches [37] online content is used in preparation for the f2f learning, this course introduces the opposite approach: first, two topics are presented in an f2f environment, followed by online learning.”
Using the inverted classroom to teach software engineering (2008, methodology): “[7] Jason A. Day and James D. Foley.”
Perceptions of senior-year ELT students for flipped classroom: a materials development course (2017, background): “Despite many studies resulting in significant difference on the flipped side (e.g. Day & Foley, 2006; Hung, 2015; Schroeder et al., 2015), this finding is congruent with research from various disciplines indicating no significant student performance difference (e.g. Findlay-Thompson, &…”
Flipped classroom experiences: student preferences and flip strategy in a higher education context (2017, background): “Some quasi-experimental research has compared the flipped environment with more traditional teaching environment for its effectiveness in improving student grades (e.g., Day & Foley, 2006; Lape, et al., 2014; Lewis & Harrison, 2012; Mason, Shuman, & Cook, 2013; Wong & Chu, 2014; Zoe et al., 2014).”