Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course

By R. Davies, Douglas L. Dean, Nick Ball. 2013

1,012 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/f217b8053dcd85e26c76dce645f6e21e0bf9b387

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Citations in the corpus

Flipping the classroom for English language learners to foster active learning (2015, result): “Third, this study confirms the finding reported in Davies, Dean, and Ball (2013) that the flipped classroom is associated with better academic performance, while regular classrooms are comparatively less effective.”
The experience of three flipped classrooms in an urban university: an exploration of design principles (2014, background): “…the flipped classroom is that students are able to prepare for in-class activities by watching and exploring on-line learning materials (e.g., online video lectures) outside the classroom according to their own time schedules and levels of understanding (Davies et al., 2013; Foertsch et al., 2002).”
Flipped Classrooms: a Review of Key Ideas and Recommendations for Practice (2016, background): “Rather, outcomes frequently reflected students’ perceptions of their learning (e.g., Butt 2014; 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.…”
Exploring the role of e-learning readiness on student satisfaction and motivation in flipped classroom (2017, methodology): “When studies on motivation in FC environments are examined, it is seen that FC model of instruction is more efficient in ensuring motivation compared to traditional methods of learning (Chao, Chen, & Chuang, 2015; Chen et al., 2014; Davies, Dean, & Ball, 2013; Strayer, 2012; Turan, 2015).”
The flipped classroom and cooperative learning: Evidence from a randomised experiment (2016, background): “, 2013), information systems (Davies et al., 2013), economics (Lage et al.”
The Effects of the Flipped Model of Instruction on Student Engagement and Performance in the Secondary Mathematics Classroom. (2015, background): “Several studies documented an increase in students’ academic performance within the flipped classroom (Davies et al., 2013; Talley & Scherer, 2013). Davies et al. (2013) compared a traditional introductory spreadsheet skills course with a flipped model and found the flipped”
The flipped classroom: for active, effective and increased learning – especially for low achievers (2016, background): “Several studies report that students enjoy being able to learn in their own pace and that they prefer flipped classroom over traditional approaches (Butt, 2014; Davies et al., 2013; Larson & Yamamoto, 2013; McLaughlin et al., 2014; Roach, 2014; Gilboy et al., 2015).”
The role of self-regulated learning in students' success in flipped undergraduate math courses (2018, background): “For example, Davies, Dean, and Ball (2013) found no significant differences between flipped and traditional classes in students' evaluation of instruction, perceived learning, or their final achievement.”
Flipping the Classroom Applications to Curriculum Redesign for an Introduction to Management Course: Impact on Grades (2014, background): “Davies, Dean, and Ball (2013) did not find any difference in grades between a flipped class in which students watched videos outside of class and a lecture class for an introductory information systems and spreadsheet course at Brigham Young University.”