The effects of the classroom flip on the learning environment: a comparison of learning activity in a traditional classroom and a flip classroom that used an intelligent tutoring system

By Douglas T. Owens, Jeremy F. Strayer. 2007

382 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/9e36b63e282e9ab9dd30e1914807e19ee2ec77c6

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Citations in the corpus

• Examining the effects of the flipped model of instruction on student engagement and performance in the secondary mathematics classroom: An action research study (2013, methodology): “Strayer (2007) reported in most instances where the flipped model of instruction is used, the goal is to create an active learning environment during class meetings while ensuring content coverage.”
• Inverting the Linear Algebra Classroom (2014, methodology): “The inverted classroom has been used in biology [9], computer science [4, 12, 13], engineering [10, 15], physics [1], and statistics [11] as well as in various mathematical subjects [8].”
• Exploring the role of e-learning readiness on student satisfaction and motivation in flipped classroom (2017, unknown): “efficiency of FC model of instruction (Gençer, 2015; Grabau, 2015; Hao & Lee, 2016; Herreid & Schiller, 2013; Missildine, Fountain, Summers, & Gosselin, 2013; € Oztürk, Karademir, Karao glan Yılmaz, & Yılmaz, 2015; Smith, 2015; Strayer, 2007; Wilson, 2013; Yemma, 2015).”
• The Effects of the Flipped Model of Instruction on Student Engagement and Performance in the Secondary Mathematics Classroom. (2015, background): “Being a relatively novice approach, research on the flipped model of instruction is extremely limited (Baker, 2000; Davies, Dean, & Ball, 2013; Johnson & Renner, 2012; Lage, Platt, & Treglia, 2000; Strayer, 2007; Talley & Scherer, 2013; Vaughan, 2014).”
• Flipped classroom experiences: student preferences and flip strategy in a higher education context (2017, background): “A recent review (Bishop & Verleger, 2013) of the theoretical underpinnings associated with flipped classroom approaches demonstrates evidence to support the theoretical framework (i.e., student-centred learning) on which the flipped classroom environment is based (also see Strayer, 2007).”
• Comparing the Effectiveness of an Inverted Classroom to a Traditional Classroom in an Upper-Division Engineering Course (2013, background): “Their perception agrees with the findings of Strayer [24] and Baker [26].”
• THE IMPLEMENTATION OF A FLIPPED CLASSROOM IN FOREIGN LANGUAGE TEACHING (2015, background): “Moreover, with a variety of materials in addition to lecture videos, the flip can contribute even further to the individual needs of students (Strayer, 2007).”