The experience of three flipped classrooms in an urban university: an exploration of design principles

By Min Kyu Kim, So Mi Kim, Otto Khera, Joan Getman. Internet and Higher Education, 2014

916 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/d21cea80ac876133f9091baac20703a6764b336b

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Citations in the corpus

Exploring students’ competence, autonomy and relatedness in the flipped classroom pedagogical model (2017, background): “It was a platform for them to exchange information with peers and their instructor, and develop themselves in the areas of critical thinking and problem-solving (Enfield 2013; Kim et al. 2014; Zainuddin and Attaran 2015).”
Application of Constructivist Theory in Flipped Classroom — Take College English Teaching as a Case Study (2018, background): “…and online automatic response systems has brought about great changes in the following aspects ( Bishop & Verleger, 2013; Abeysekera & Dawson, 2014; Kim et al., 2014): the way classroom time was used, the approach of utilizing extra-curricular time, the use of class, and the form of interaction.”
Does “flipping” promote engagement?: A comparison of a traditional, online, and flipped class (2017, background): “Additionally, research has found that students do not necessarily achieve better grades in the flipped classroom (Kim et al., 2014) or enjoy the learning environment (Chen et al., 2014).”
Four key challenges to the design of blended learning: A systematic literature review (2017, background): “Second, instructors provided face-to-face feedback on learners’ individual and group work (Kim et al., 2014), for instance when learners gave classroom presentations (Derntl & Motschnig-Pitrik, 2005), or in relation to previous online discussions (Karoğlu et al.”
The impact of a flipped classroom design on learning performance in higher education: Looking for the best "blend" of lectures and guiding questions with feedback (2017, background): “In terms of the role of assignments in BL settings in general, and FC designs in particular, Kim et al. (2014) stress that students should be provided with enough time to carry out assignments.”
A Review of Nontraditional Teaching Methods: Flipped Classroom, Gamification, Case Study, Self-Learning, and Social Media (2019, background): “In 2014, the authors of [18] suggested nine design principles for optimizing the achievements of learners taught by the flipped classroom teaching method.”
A critical review of flipped classroom challenges in K-12 education: possible solutions and recommendations for future research (2017, background): “Five studies (i.e., Chao et al. 2015; Huang and Hong 2016; Kettle 2013; Schultz et al. 2014; Wang 2016) involved upper secondary students (Grade 10 to 12), four studies (i.”
Challenges in the online component of blended learning: A systematic review (2020, background): “Kim et al. (2014) mentioned students verdict on online content being “bulky, cumbersome and too much to digest”.”
Flipped Classrooms: a Review of Key Ideas and Recommendations for Practice (2016, background): “…Critz and Knight 2013; Davies et al. 2013; Ferreri and O’Connor 2013; Forsey et al. 2013; Gilboy et al. 2015; Hoffman 2014; Jamaludin and Osman 2014; Kim et al. 2014; Lage et al. 2000; McLaughlin et al. 2013; 2014; Schlairet et al. 2015; Strayer 2012; Wilson 2013; Yeung and O’Malley 2014; Young…”
A self-regulated flipped classroom approach to improving students' learning performance in a mathematics course (2016, background): “Several researchers have indicated that students’ learner presence intention is associated with their learning performance and the strategies they use (Kim et al., 2014; Shea & Bidjerano, 2012).”