Flip your classroom: Reach every student in every class every day

By สุธััญญา ด้วงอินทร์. 2017

2,797 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/ee0ccddc9368b4658b4b5a45890c81a679450616

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Citations in the corpus

Perceptions of senior-year ELT students for flipped classroom: a materials development course (2017, background): “Starting with two high-school chemistry teachers’ concerns about students missing end-of-day classes (Bergmann & Sams, 2012), flipped classrooms have hit the spotlight as an alternative pedagogical method for better use of class time, increased interaction, student empowerment and engagement,…”
Promotion of learner autonomy within the framework of a flipped EFL instructional model: perception and perspectives (2019, background): “First, the frequently mentioned strength of FC is increased student–student and student–teacher interaction (Bergmann & Sams, 2012; Boucher, Robertson, Wainner, & Sanders, 2013; Fulton, 2012; Lage, Platt, & Treglia, 2000; Schultz, Duffield, Rasmussen, & Wageman, 2014).”
The Effect of Flipped Classroom Strategy on Students Learning Outcomes (2019, methodology): “Recently, flipped classroom method of instruction has received a great attention (Bergmann & Sams, 2012).”
The flipped classroom model at the university: analysis based on professors’ and students’ assessment in the educational field (2016, background): “Jonathan Bergmann and Aaron Sams developed the model in 2006 in the Secondary School of Woodland Park, Colorado, where both worked as teachers (Bergmann and Sams, 2014).”
Does the Flipped Classroom Improve Student Learning and Satisfaction? A Systematic Review and Meta-Analysis (2019, background): “…(e.g., Bishop, 2014), some the social or interactive nature of the in-class activities (e.g., Abeysekera & Dawson, 2015), and some the importance of using a particular pedagogical approach, such as mastery learning (e.g., Bergmann & Sams, 2012) or collaborative learning (e.g., Foldnes, 2016).”
The Effect of Flipped Classroom Model on Students' Classroom Engagement in Teaching English. (2018, background): “Bergmann & Sams (2012) explained traditional flipped classroom model as “what is done at school done at home, homework done at home completed in class”.”
Exploring undergraduates' perspectives and flipped learning readiness in their flipped classrooms (2016, background): “The teachers eventually found that their students were more engaged in classes and achieved better performance as a result of this new methodology (Bergmann & Sams, 2012).”
A self-regulated flipped classroom approach to improving students' learning performance in a mathematics course (2016, background): “Moreover, Bergmann and Sams (2012) indicated that flipped classrooms enable teachers to take individual students’ needs into account as well as to facilitate more interactions among peers and teachers in the classroom.”
Flipped classroom in English language teaching: a systematic review (2020, methodology): “The flipped classroom, in the most general sense, is an educational method in which homework and instruction are swapped and learning takes place beyond the classroom (Adnan, 2017; Bergmann & Sams, 2012; Chen Hsieh, Wu, & Marek, 2017; Karabulut-Ilgu, Jaramillo Cherrez, & Jahren, 2018).”
The Effect of a Flipped Classroom Model on Academic Achievement, Self-Directed Learning Readiness, Motivation And Retention (2017, methodology): “…Zappe, Leicht, Messner, Litzinger, & Lee, 2009), increased student-teacher interaction (Arshad & Imran, 2013; Bergmann, Overmyer, & Wilie, 2013; Bergmann & Sams, 2012; Halili & Zainuddin, 2015; Kim, Patrick, Srivastava, & Fellow, 2014; Rutkowski & Moscinska, 2013) and students have opportunity…”
The flipped classroom and cooperative learning: Evidence from a randomised experiment (2016, background): “Bergmann and Sams (2012) refer to this as the flipped-mastery classroom model, and consider it the best practice.”
Seamless flipped learning: a mobile technology-enhanced flipped classroom with effective learning strategies (2015, background): “Consequently, more in-class discussion or practice could be conducted to engage students in more in-depth learning and help them clarify any misconceptions (Bergmann and Sams 2012).”
Types, purposes, and effectiveness of state-of-the-art technologies for second and foreign language learning (2020, background): “The development of technology and change of lifestyles can uncover the transition of instructional structures from the fixed to the flexible and the teacher-dominant to the learner-centred, eventually, leading to more efficient approaches (Bergmann & Sams, 2012).”
Effects of flipping the classroom on learning outcomes and satisfaction: A meta-analysis (2019, background): “The popularity of this pedagogical approach, also known as flipped learning or the inverted classroom, has been growing rapidly during the last decade and has been applied and investigated in a wide variety of educational contexts (Bergmann & Sams, 2012).”
Impact of flipped classroom on EFL learners' appropriate use of refusal: achievement, participation, perception (2018, background): “A flipped classroom alters the focus of class time by turning attention to the learner and learning, thereby results in more class time allocated to communication (Bergmann & Sams, 2012).”
Flipping the classroom for English language learners to foster active learning (2015, background): “Flip teaching is growing rapidly in popularity (Bergmann & Sams, 2012), with blended learning now taking hold in e-learning contexts (Graham, 2006).”