Is FLIP enough? Or should we use the FLIPPED model instead?

By Yung-Wen Chen, Yuping Wang, Kinshuk, Nian-Shing Chen. Comput. Educ., 2014

648 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/a16fbdb6a5f4f2bc39784348960103d0ca39b9cf

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Citations in the corpus

Challenges in the online component of blended learning: A systematic review (2020, background): “…technological literacy, competency and proficiency level in order to mount a dependable and vigorous technological infrastructural support and diversified learning management systems as a prerequisites for implementing a successful blended learning (Y. Chen, Wang, & Chen, 2014; Wang et al., 2015).”
Flipped Classroom Adapted to the ARCS Model of Motivation and Applied to a Physics Course. (2016, background): “In recent years the most popular teaching model that is based on active learning is the flipped classroom approach (Chen et al., 2014; Bergmann and Sams, 2014).”
Exploring the role of e-learning readiness on student satisfaction and motivation in flipped classroom (2017, methodology): “When studies on motivation in FC environments are examined, it is seen that FC model of instruction is more efficient in ensuring motivation compared to traditional methods of learning (Chao, Chen, & Chuang, 2015; Chen et al., 2014; Davies, Dean, & Ball, 2013; Strayer, 2012; Turan, 2015).”
The Comparison between Regular and Flipped Classrooms for EFL Korean Adult Learners (2015, background): “, 2013), diversified learning environments (Chen et al., 2014; Wallace, 2014) and lower frustration level (Du, Fu, & Wang, 2014; Zhang, 2015).”
Four key challenges to the design of blended learning: A systematic literature review (2017, background): “When transactional distance is high, instructors cannot immediately notice when learners encounter problems, or they may not have a good idea of what learners have actually learned (Chen et al., 2014).”
Students’ perspectives of using cooperative learning in a flipped statistics classroom (2015, result): “These results closely echo the findings of Cortazzi and Jin (1997) and Branine (2005) that the Chinese culture of learning values explicit and structured ideas with clearly delineated outcomes and collective efforts rather than individuals taking accountability for their own learning.”
Exploring students’ competence, autonomy and relatedness in the flipped classroom pedagogical model (2017, background): “In the flipped classroom approach, students learn by watching video content outside class hours and continue with group dialogue among peers and instructor, during face-to-face class sessions (Chen, Wang, and Chen 2014).”
A systematic review of research on the flipped learning method in engineering education (2018, background): “Similarly, Chen et al. (2014) found out that students logged into the course platform more frequently to access course materials compared to the prior versions of the course.”
The positive relationship between flipped and blended learning and student engagement, performance and satisfaction (2018, background): “However, there is limited understanding of which type of learning activity benefits students or why they benefit from flipped learning (Chen et al., 2014; Nouri, 2016; Wasserman et al., 2015).”