Case Studies and the Flipped Classroom

By C. F. Herreid, Nancy A. Schiller. 2013

1,182 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/e975c19b3d25eceef7a2c80b75dd19f2b8878144

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Citations in the corpus

Exploring the role of e-learning readiness on student satisfaction and motivation in flipped classroom (2017, unknown): “…in the activities and this, in turn, could reduce the efficiency of FC model of instruction (Gençer, 2015; Grabau, 2015; Hao & Lee, 2016; Herreid & Schiller, 2013; Missildine, Fountain, Summers, & Gosselin, 2013; Smith, 2015; Strayer, 2007; Öztürk, Karademir, Karaoğlan Yılmaz, &…”
Perceptions of senior-year ELT students for flipped classroom: a materials development course (2017, background): “This may also align with Herreid and Schiller (2013), who emphasised instructors’ struggle to engage students in self-study along with the importance of students’ active engagement with content and instructor’s guidance in the classroom.”
The Use of a Flipped Classroom to Enhance Engagement and Promote Active Learning (2014, background): “Herreid and Schiller (2013) assert that a flipped classroom engages and focuses students’ learning by combining active, student-centered learning with content mastery that can be applied in the real world.”
Students’ perspectives of using cooperative learning in a flipped statistics classroom (2015, unknown): “…the use of flipped instruction generates a positive outcome (Butt, 2014; Critz & Knight, 2013; Deslauriers, Schelew, & Wieman, 2011; Fulton, 2012; Herreid & Schiller, 2013; McLaughlin et al., 2013; McLaughlin et al., 2014; Missildine, Fountain, Summers, & Gosselin, 2013; Pierce & Fox, 2012;…”
Are first year students ready for a flipped classroom? A case for a flipped learning continuum (2019, background): “…work is required to create and coordinate learning materials and activities, particularly quality flipped videos, and (b) students may be resistant to doing the required work at home and come unprepared to class to participate in planned activities (Herreid & Schiller, 2013; Milman, 2012).”
The Effect of Flipped Classroom Model on Students' Classroom Engagement in Teaching English. (2018, background): “In addition to all these advantages, Herreid and Schiller (2013) reported that flipped classroom approach provides students more time to make inventive researches.”
Is FLIP enough? Or should we use the FLIPPED model instead? (2014, unknown): “Since the research on flipped learning is fairly new (Ash, 2012; Baker, 2012; Bergmann & Sams, 2012; Driscoll, 2012; Fulton, 2012; Gerstein, 2011; Herreid & Schiller, 2013; Marshall, 2013; Miller, 2012; Parry, 2012; Staker & Horn, 2012; Tucker, 2012), it is necessary to identify the exact…”
The incorporation of flipped learning into conventional classes to enhance EFL learners’ L2 speaking, L2 listening, and engagement (2019, background): “Herreid and Schiller (2013) argue that time effectiveness is achieved when a student-centered learning method (e.g. flipped learning) is followed and the teacher is actively present to intervene and to support.”
The positive relationship between flipped and blended learning and student engagement, performance and satisfaction (2018, background): “Some studies report student resistance to the uptake of flipped learning (Burke and Fedorek, 2017; Herreid and Schiller, 2013) and lack of satisfaction with the pedagogy (Missildine et al.”
The role of self-regulated learning in students' success in flipped undergraduate math courses (2018, background): “This model aims to maximize the face-toface in-class time for instructors to interact with students and provide personalized feedback on students' learning (Bergmann & Sams, 2012; Herreid & Schiller, 2013).”
The experience of three flipped classrooms in an urban university: an exploration of design principles (2014, background): “Herreid and Schiller (2013) reported the benefits offlipped classroomsbased on the results of a large-scale survey administered to STEM case study teachers who used flipping methods.”
The Effect of Flipped Classroom Strategy on Students Learning Outcomes (2019, background): “This is followed by their application of the learned language in group-based collaborative activities arranged within the classroom (Bergmann & Sams, 2012; Herreid & Schiller, 2013).”
Enhancing attention and memory during video-recorded lectures. (2015, background): “Although there has been much debate recently about the utility of lectures and whether they should be supplemented or even replaced altogether by more active forms of learning (e.g., Herried & Schiller, 2013; Mazur, 1997), lectures remain a prominent feature of the traditional classroom.”