Personalising learning: Exploring student and teacher perceptions about flexible learning and assessment in a flipped university course

By Thomas Wanner, Edward Palmer. Comput. Educ., 2015

465 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/ab1da7ffcb30b668c7cbb78cb54b80c9ab64d775

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Citations in the corpus

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).”
Challenges in the online component of blended learning: A systematic review (2020, background): “…learning new technology for creating and managing online courses (Lightner & Lightner-Laws, 2016); teachers' resistance to technology (Brown, 2016; Wanner & Palmer, 2015); technological illiteracy and technological anxiety (Brown, 2016); technological incompetency (Pilgrim, Hornby, & Macfarlane,…”
A flipped classroom model in higher education: a review of the evidence across disciplines (2019, background): “However, Wanner and Palmer (2015) found that not all students in the flipped classroom environment were ‘flexible students’ and not every student was ready for, and open to, more personalized and self-regulated learning.”
Examining the impact of flipped classroom on writing complexity, accuracy, and fluency: a case of EFL students (2020, background): “…as an innovative teaching procedure, has attracted researchers’ and educators’ attention (Flipped Learning Network, 2014), especially in English as a foreign/second language (henceforth referred to as L2) context (Mehring, 2016; Wang, An, & Wright, 2018; Wanner & Palmer, 2015; Zou & Xie, 2019).”
Four key challenges to the design of blended learning: A systematic literature review (2017, background): “Second, bearing in mind that technology provides increased opportunities for personalizing learning (Brodersen & Melluzzo, 2017; Wanner & Palmer, 2015; Watson, 2008), it is rather unexpected that only five studies report about the adaptation of content or tasks based on individual differences…”
The flipped classroom: A review of its advantages and challenges (2018, background): “The actual time needed to prepare flipped course materials can be nearly six times more than traditional course preparation (Wanner & Palmer, 2015).”