The Flipped Classroom

By Vali Ilie. Volume 48, Number 4, August 2021, 2019

1,134 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/aec21d5217296558b7c3e91e04347ec0c26d3f37

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In Education

Citations in the corpus

Flipped Classrooms: a Review of Key Ideas and Recommendations for Practice (2016, positive): “Although there is no single model (Tucker 2012), the flipped classroom is characterized by course structure: instructional content (e.g., prerecorded class lectures) is assigned as homework before coming to class.”
Flipped Classroom Adapted to the ARCS Model of Motivation and Applied to a Physics Course. (2016, background): “According to Tucker (2012), the most important benefit of the flipped classroom approach is its support for team working and discussions within the classroom.”
Examining the impact of flipped classroom on writing complexity, accuracy, and fluency: a case of EFL students (2020, background): “Unlike traditional classes, in which lectures are followed by students’ homework, in flipped classroom, class activities are preceded by students’ homework (Adnan, 2017; Chen Hsieh, Wu, & Marek, 2017; Garrison & Vaughan, 2008; Karabulut-Ilgu, Jaramillo Cherrez, & Jahren, 2018; Tucker, 2012).”
Beyond Interpersonal Competence: Teaching and Learning Professional Skills in Sustainability (2017, background): “The flipped classroom has students learn at home (readings, video-recorded lessons) and use class time to engage this content through activities that deepen the engagement with the material [64,65].”
The role of self-regulated learning in students' success in flipped undergraduate math courses (2018, background): “Although some have argued that the concept of a flipped classroom has been practiced in education for decades (e.g., Tucker, 2012), the development of the Internet infrastructure and multimedia production, and increased accessibility to personal technologies have brought this instructional model to…”
The Effect of Flipped Classroom Model on Students' Classroom Engagement in Teaching English. (2018, methodology): “The duration of video lectures is shortened based on the recommendations given in the literature, because as Wan (2014) and Sarawagi (2014) state, short videos (not more than 15 minutes) are helpful to guarantee students’ understanding.”
Seamless flipped learning: a mobile technology-enhanced flipped classroom with effective learning strategies (2015, background): “Through peers’ inﬂuence, students with low academic performance can increase their learning speed (Bergmann and Sams 2012; Tucker 2012).”
The flipped classroom: supporting a diverse group of students in their learning (2019, background): “2013; Tucker 2012).”
The inverted classroom (2016, background): “In addition, because the educator is available during the entire in-class portion of the course when utilizing the flipped model, they can help students one-on-one so they have a better opportunity to understand class concepts (Tucker, 2012).”
College students’ cognitive learning outcomes in flipped classroom instruction: a meta-analysis of the empirical literature (2019, background): “2000; Tucker 2012).”
The flipped classroom: Improving critical thinking for critical reading of EFL learners in higher education (2021, methodology): “It adopts a collaborative instruction approach that directly involves students by integrating instructions, aspects of the learning background, content, and activities (Mehring, 2017; Yousefi & Mohammadi, 2016).”